The Technological Pedagogical Content Knowledge & TPACK-AI Connection: Unlocking Educators’ Readiness for AI Integration
As AI becomes increasingly integrated into education, understanding how teachers perceive and interact with these technologies is crucial. The Technological Pedagogical Content Knowledge (TPACK) framework offers a valuable perspective to explore these interactions with educational AI tools (EAITs). This study examines the factors influencing teachers’ intentions to adopt EAITs, focusing on their TPACK profiles. It investigates how the components of TPACK—technological, pedagogical, and content knowledge—combine to shape teachers’ perceptions and their willingness to incorporate EAITs into their teaching. Structural equation modeling of quantitative data from 514 teachers revealed that their intention to use EAITs was strongly linked to the core TPACK factor, while actual usage was mainly driven by the Technological Pedagogical Knowledge (TPK) component, which reflects how different technologies can be effectively applied in teaching. This research extends the TPACK framework to AI in education, providing insights into AI adoption and informing professional development by suggesting targeted interventions to enhance teachers’ technological and pedagogical competencies for successful AI integration in classrooms.
Facilitated By
Dorit Alt
Faculty of Education and Teaching Dean, Tel Hai College
Prof. Dorit Alt is the Dean of the Faculty of Education and Teaching at Tel Hai Academic College, Israel. A prominent scholar in the fields of innovative learning environments and teacher education, her research focuses on self-efficacy, motivation, and the integration of digital tools in learning environments. With over 100 academic publications and more than 4000 citations, she has made significant contributions to understanding how pedagogical knowledge, technology, and learning strategies intersect. Prof. Alt’s recent studies explore the implementation of AI-based educational tools, the development of Technological Pedagogical Content Knowledge (TPACK), and the effectiveness of competency-based learning in professional education, including health management. She has also examined themes such as eHealth literacy, feedback processes in higher education, and collaborative online learning. Renowned for her methodological expertise in multivariate statistics and quantitative analysis, Prof. Alt consistently applies rigorous research techniques to address evolving challenges in education. Her work not only informs academic discourse but also offers practical insights for educators, policy makers, and institutions aiming to enhance teaching and learning outcomes. As both a researcher and academic leader, she is dedicated to promoting evidence-based, innovative, and context-sensitive approaches to education in the 21st century.
