Developing Teacher Digital Competence through Mobile and Interactive Technologies: A Systematic Review Using the TPACK Framework

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dc.authorid0009-0006-7556-8831
dc.authorid0000-0001-9054-6549
dc.authorid0009-0000-7573-1404
dc.authorid0000-0001-8982-1662
dc.authorid0000-0002-4082-2207
dc.contributor.authorAzimkhan, Shynar
dc.contributor.authorAbildinova, Gulmira
dc.contributor.authorKhamzina, Akmaral
dc.contributor.authorKarymsakova, Anara
dc.contributor.authorKaraca, Celal
dc.date.accessioned2025-07-11T05:30:15Z
dc.date.available2025-07-11T05:30:15Z
dc.date.issued2025
dc.departmentTeknik Bilimler Meslek YĂĽksekokulu
dc.description.abstractThe systematic review uses the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to explore the development of teacher digital competence (TDC) through various digital technologies. With an emphasis on the technological pedagogical content knowledge (TPACK) framework, the study synthesizes findings from recent peer-reviewed articles to evaluate the integration of technologies such as massive open online courses (MOOCs), serious games, Internet of Things (IoT), and immersive virtual reality (VR) into educational practices. The review highlights the transformative potential of these technologies for enhancing teachers’ pedagogical strategies, fostering digital competence, and addressing gaps in educator training programs. Findings indicate that digital technologies improve immediate teacher competencies and pave the way for more interactive and inclusive learning environments. However, the small number of included studies (n = 10) and other limitations such as short-term study designs and English language only publications highlight the need for future research. The findings offer actionable insights for curriculum design, policy development, and professional training programs to equip educators with the digital competence necessary to thrive in modern educational landscapes.
dc.identifier.doi10.3991/ijep.v15i3.51653
dc.identifier.endpage59
dc.identifier.issn21924880
dc.identifier.issue3
dc.identifier.scopus105003759267
dc.identifier.startpage33
dc.identifier.urihttps://dx.doi.org/10.3991/ijep.v15i3.51653
dc.identifier.urihttps://hdl.handle.net/20.500.12451/13250
dc.identifier.volume15
dc.identifier.wos001477039900003
dc.identifier.wosqualityQ2
dc.indekslendigikaynakScopus
dc.indekslendigikaynakWeb of Science
dc.institutionauthorKaraca, Celal
dc.institutionauthorid0000-0002-4082-2207
dc.language.isoen
dc.publisherInternational Federation of Engineering Education Societies (IFEES)
dc.relation.ispartofInternational Journal of Engineering Pedagogy
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectInteractive Technologies
dc.subjectInternet of Things (IoT)
dc.subjectMassive Open Online Courses (MOOCs)
dc.subjectMobile Learning
dc.subjectProfessional Development (PD)
dc.subjectSystematic Review
dc.subjectTeacher Digital Competence (TDC)
dc.titleDeveloping Teacher Digital Competence through Mobile and Interactive Technologies: A Systematic Review Using the TPACK Framework
dc.typeArticle

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