2026· International journal of research and innovation in applied science· Vol 11, pp. 3107-3112· 0 citations
TL;DR
The research shows that the TPACK framework integrates technology, pedagogy, and content knowledge, providing a holistic strategy for creating effective and engaging educational experiences, and empowers students to independently create and manage curricula and learning materials.
Abstract
The aim of this study was to examine the improvement of students' competence in independent curriculum and material development through the Technological Pedagogical Content Knowledge (TPACK) approach as a vital component of 21st-century education practices. This research is action research towards the fourth semester students of English language education. Observation and interview were employed to collect data. Meanwhile, descriptive qualitative data was executed to analyzed the collected data. The result of the research shows that the TPACK framework integrates technology, pedagogy, and content knowledge, providing a holistic strategy for creating effective and engaging educational experiences. Key strategies discussed include professional development for educators, the incorporation of TPACK into curriculum design, the promotion of collaborative learning, the encouragement of practical application through projects, reflective practices, regular assessment and feedback, and ensuring access to necessary technological resources. By implementing these strategies, the article highlights how TPACK can boost student engagement, deepen content understanding, and develop essential 21st-century skills. The challenges of limited technology access and resistance to change are addressed, emphasizing the need for institutional support and continuous professional development. Ultimately, utilizing the TPACK framework empowers students to independently create and manage curricula and learning materials, preparing them for the demands of the modern educational landscape.
This research is motivated by the demands of 21st-century education, which requires students to possess various essential skills, such as critical thinking, creativity, communication, and collaboration (4Cs). However, in reality, the learning process in elementary schools still tends to be teacher-centered, thus not being able to fully develop these competencies optimally. Therefore, the presence of the Independent Curriculum is a strategic effort to encourage more flexible, student-centered, and contextual learning according to student needs. The purpose of this study is to determine how the implementation of the Independent Curriculum improves the 21st-century competencies of elementary school students and to identify supporting and inhibiting factors in its implementation. This study uses a qualitative approach with a descriptive type. The research subjects included teachers and students in elementary schools that have implemented the Independent Curriculum. Data collection techniques were carried out through observation of learning activities, in-depth interviews with teachers, and documentation studies of learning materials. Data analysis was carried out interactively through the stages of data reduction, data presentation, and drawing conclusions. The results show that the implementation of the Independent Curriculum has a significant impact on improving students' 21st-century competencies. In the learning process, teachers have begun to implement various innovative learning models such as Project-Based Learning (PjBL), problem-based learning, and differentiated learning tailored to student characteristics. This encourages students to be more active, independent, and directly involved in the learning process. Students demonstrate improvements in critical thinking skills through problem-solving activities, increased creativity through learning projects, communication skills through presentations of work results, and collaboration skills through group work. In addition, the Independent Curriculum also provides space for teachers to integrate real-life contexts and the surrounding environment into learning, so that learning becomes more meaningful and relevant for students. Implementation. The Pancasila Student Profile also helps strengthen the formation of student character that aligns with 21st-century competencies. However, this study also found several obstacles in the implementation of the Independent Curriculum, including teachers' limited understanding in designing and implementing project-based learning, limited supporting facilities and infrastructure, and the persistence of students who are not accustomed to learning patterns that require activeness and independence. In addition, the administrative burden on teachers and limited training are also inhibiting factors in optimizing the implementation of this curriculum. Based on the research results, it can be concluded that the implementation of the Merdeka Curriculum is effective in improving 21st-century competencies in elementary school students, particularly in critical thinking, creativity, communication, and collaboration. To support optimal success, teacher competency improvement is needed through ongoing training, adequate facilities and infrastructure, and support from various parties
Risma Hartati, Elisabeth Ruthana Lasmaria Sinaga, Enjel Monica Br Sinulingga et al.· Jurnal Ilmu Sosial dan Human...· 0 citations
The rapid digital transformation of education has intensified the need for continuous professional development (CPD) that equips teachers with relevant digital, pedagogical, and content competencies. This study examines the effectiveness of online training as a modality for enhancing teachers’ professional competencies in the digital era. Drawing on a quasi-experimental pre-test/post-test design involving 180 in-service teachers who participated in a structured 10-week online CPD programme focused on digital pedagogy, technological pedagogical content knowledge (TPACK), and classroom integration of digital tools, the research measured changes in digital competence, pedagogical practices, self-efficacy, and instructional application. Results indicated statistically significant gains in overall professional competencies (medium-to-large effect sizes), with particularly strong improvements in digital literacy, resource creation, and technology-enhanced instructional strategies. Teachers also reported higher self-efficacy and greater intention to apply newly acquired skills. Findings align with recent meta-analyses showing that well-designed online professional development (OPD) produces medium effects on teacher-level outcomes and smaller but positive effects on classroom practice. The study concludes that online training, when interactive, collaborative, content-focused, and sustained, is an effective, scalable strategy for teacher CPD in the digital era. Implications for programme design, policy, and future research are discussed
Tushar Sampat Tathe· International Journal of Adv...· 0 citations
This paper explores how Professional Development (PD) can be used to improve the effectiveness of teachers in online learning. With technology becoming an essential part in the education sector, PD courses are quite an important requirement in preparing the teachers with the relevant skills of incorporating digital and technological tools into their teaching methods. The research question is based on the fact that PD programs have the potential to enhance digital competence, teaching practices, and student engagement in the digital classroom setting. The main results of the study indicate that PD has a great impact on teacher confidence in utilizing digital tools like Learning Management Systems (LMS) and multimedia resources, which, consequently, have a positive impact on student engagement and learning outcomes. Besides, integration PD models, which incorporated online learning and face-to-face interaction, proved to be the most efficient in terms of engaging teachers and guaranteeing long-term development of digital competence. The study also brings out the difficulties that teachers have to contend with, which include time and resource scarcity that compromise the maximum potential of the PD programs. The consequences of it to the educational institutions are evident: PD must be part of the school culture, constantly updated, and tailored to the needs of a variety of teachers. To summarize, effective PD programs play a vital role in the effectiveness of teachers, the achievement of students, and training them to be competitive in the fast-changing digital world of education. The paper highlights the need to focus on PD to make sure that teachers are digitally prepared and equipped to meet the needs of the new era of education.
Jannatul Ferdous Himika, Sk. Sabbir Ahmed, Dewan Golam Yazdani Showrav et al.· Journal of Society and Progr...· 0 citations
Assessment is vital as it support student learning and informing instructional practice. The increasing integration of digital technologies and artificial intelligence (AI) in education has created new opportunities to strengthen formative assessment in contemporary educational settings. This conceptual literature review examines the potential of technology-enabled assessment to enhance formative assessment practices in British curriculum schools situated in the United Arab Emirates (UAE). Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the study synthesizes contemporary research on learning analytics, AI-supported feedback, and digital assessment to assess their contributions to personalized learning, data-driven instructional decisions, and the enhancement of teacher effectiveness. The review also considers significant challenges, including ethical concerns, academic integrity, teacher autonomy, data privacy, and equitable access to technology. The findings suggest that the successful implementation of technology-enabled assessment necessitates a balance between technological advancements and sound pedagogical practices, human oversight, and continuous professional development. The paper concludes with practical recommendations for educators and school leaders seeking to integrate AI-enabled assessment in a manner that fosters meaningful learning while maintaining ethical and educational standards in British curriculum schools in the UAE.
Nadia Iftikhar Ahmed Khan· Journal of e-learning Resear...· 0 citations
This study explored the pedagogical strategies and challenges experienced by Technical-Vocational-Livelihood (TVL) teachers in fostering 21st-century competencies among learners. Anchored on Constructivist Learning Theory, the study examined how teachers design and implement instructional activities, assessment practices, and learning experiences that promote critical thinking, communication, collaboration, creativity, and digital literacy. A qualitative descriptive research design was employed, involving seven TVL teachers from selected public secondary schools. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis framework. The findings revealed that teachers employ a variety of learner-centered and industry-aligned pedagogical strategies, including experiential learning, scaffolded industry simulation, project-based activities, collaborative learning, and technology-supported instruction. These approaches enable students to engage in authentic workplace-related experiences while developing both technical and transferable competencies. The study further found that teachers implement differentiated instruction and competency-based assessment practices to accommodate diverse learner needs and evaluate both technical performance and workplace readiness skills. Despite these positive practices, teachers encountered several challenges, including limited instructional resources, insufficient laboratory equipment, varied levels of student readiness, technological skill disparities, administrative workload, and time constraints in balancing technical competencies with 21st-century skill development. Teachers nevertheless demonstrated adaptability and resilience in addressing these challenges through collaborative and contextualized instructional approaches. The study concluded that fostering 21st-century competencies in TVL education requires a holistic approach that integrates technical mastery, soft skills development, authentic learning experiences, and continuous teacher innovation. Strengthening institutional support, industry partnerships, resource provision, and professional development opportunities is essential to enhance the effective implementation of competency-based and learner-centered vocational education.
Julie Ann Bag-ao, Zenyam Baldesoto, Quedelyn Balo et al.· The International Review of...· 0 citations
The prime objective of education is the advancement and dissemination of truth through scientific methods of inquiry. It helps develop the right understanding as well as cognitive, social, ethical, and emotional competence for personal and societal well-being. Recognizing the importance of these objectives, the National Education Policy of India (NEP-2020) places a strong emphasis on technology integration in the teaching-learning process. This article investigates the role of digital technologies in transforming pedagogical practices for enhanced student engagement and learning outcomes. With the help of the activity theory framework, this case study attempts to assess the impact of technology integration on student learning outcomes, such as skills and competencies, enhanced engagement, critical thinking, right understanding, problem-solving skills, effective communication, networking and collaboration, capacity building, and participation in the larger order. Data collected and analyzed through interactive sessions, survey forms, and awareness workshops were found helpful in gaining a deeper comprehension of technology integration in education and the specific needs of participants. To fulfil the objectives of this study, a total of 450 responses from students with diverse academic backgrounds were collected and analyzed. Findings of the study suggest that thoughtful integration of EdTech tools with traditional pedagogical processes helped students in the attainment of learning outcomes. More than 70% of students accepted that digital tools supported them in better comprehension of academic content and prepared them for the fulfilment of comprehensive human goals. This study will help researchers and academicians in proffering valuable insights and inferences for associated challenges and potential solutions.
Dr D. S. Gangwar, S. Tyagi, Sanjay Gangwar· Innovations in Pedagogy and...· 0 citations
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