Running in circles: A systematic review of reviews on technological pedagogical content knowledge (TPACK)
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Extensive research exists on the Technological Pedagogical Content Knowledge (TPACK) model and has led to a substantial number of systematic reviews and meta-analyses. These publications vary greatly in their focus and provide overviews of specific aspects of TPACK research. This paper aims to consolidate these insights and investigate the following research questions: What do systematic literature reviews and meta-analyses reveal about the current state of the art of TPACK research? What is the methodological quality of systematic reviews and meta-analyses of TPACK? This study identified 21 systematic reviews and 2 meta-analyses eligible for analysis. Overall, the review of the reviews revealed that many of the recurring theoretical or methodological issues of the TPACK framework remain unresolved. To address these issues, research on TPACK needs to simultaneously account for the complex, situated, and dynamic nature of TPACK and clarify the concept of professional knowledge. The review engenders several directions for future research, including a better operationalization of knowledge, more experimental and longitudinal studies, and a more comprehensive measurement and integration of student learning as a dependent variable in research on TPACK.
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TPACK-based interventions yield variable outcomes depending on contextual and institutional factors.
“Recent metaanalytical evidence further suggests that TPACK-based interventions yield variable outcomes depending on contextual and institutional factors (Schmid et al., 2024).”
From From Digital Consumers to Knowledge Creators: Reconceptualizing Web 2.0 Integration through a Pedagogical Maturity Continuum in Primary Education (2026) · cites this paper as Schmid et al., 2024
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Bridging the Gap: A Debate on Sustainability Aspects of Digital Media in Education
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Drivers of teachers' pedagogical competence in the digital era
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Competencias digitales docentes y su relación con el aprendizaje significativo escolar
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Fostering Discipline-Specific TPACK Development
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RetractedEmpowering Teachers as Users in Human-Centered Design
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Microlearning Media Development for Office Management: A TPACK-Based Analysis
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Contextualizing Student Teachers’ TPACK: Understanding the Benefits of Field Experience
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Intelligent and Personalized Vocational Education: Applications and Strategies
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A comprehensive validation of the music TPACK survey for pre- and in-service music teachers
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Science Educators’ Attitudes and Perspectives on Artificial Intelligence (SEAP-AI) Scale
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Systematic review of science curriculum concepts within TPACK studies from Türkiye
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Research Trends on the TPACK in Science Education From 2009 to 2023: A Systematic Content Analysis
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TP(A)CK: Teachers' Technology, Pedagogy, and Content Knowledge as Professional Expertise
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Castro, R. A. G., Asté, W. M. B., Aratia, G. P., Cruz, K. M. L.-D. L., Huanacuni, L. E. A., Ancoa, N. Z., & Romero, M. A. (2026) · doi:10.59899/dis-met
- Authors
- Schmid, M., Brianza, E., Mok, S. Y., & Petko, D.
- Affiliations
- The University of Queensland (AU)
- University of Zurich (CH)
- Pädagogische Hochschule Graubünden (CH)
- Corresponding author
- Brianza, Eliana
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2024-06
- Volume
- 214
- Pages
- 105024
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W4396716911
- Cited by
- 87
- References
- 108
- Citations by year
- 2026: 44 · 2025: 30 · 2024: 13
- FWCI
- 11.29
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Computers & Education (publishedVersion, cc-by)
- Zurich Open Repository and Archive (University of Zurich) (submittedVersion, cc-by)
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Education and Technology Integration
- Keywords
- technological pedagogical content knowledge, TPACK, systematic reviews, meta-analysis, methodological quality, professional knowledge, teacher knowledge, learning outcomes
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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