Revisiting TPACK: A Critical Review and Contextual Extension for the Digital Age

Abstract

This article critically reviews the Technological Pedagogical Content Knowledge (TPACK) framework, highlighting its limitations in addressing the complexities of diverse educational contexts. While widely adopted in teacher education, TPACK has faced challenges in practical implementation due to its limited sensitivity to sociocultural, emotional, and ethical dimensions of teaching. Drawing on empirical studies and comparative case analyses from varied global settings, the article identifies barriers such as infrastructure constraints, context misalignment, and theoretical ambiguity. In response, it proposes an extended TPACK model that incorporates Contextual Knowledge (XK), Socio-Emotional Knowledge (SEK), and Ethical and Critical Digital Literacy (ECDL). This extension aims to enhance the framework's adaptability and relevance for educators working in complex, technology-mediated learning environments. The revised model offers actionable strategies for researchers, policymakers, and teachers seeking to foster more equitable and context-aware technology integration in education.

Keywords

TPACK digital equity teacher education contextualized technology integration global pedagogy contextual knowledge socio-emotional knowledge ethical and critical digital literacy

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