Investigating Technological Pedagogical Content knowledge (TPACK) Competencies for Teaching in the E-Learning Environment among Faculty Members at the College of Education and Human Development at the University of Bisha

Abstract

This research aims to investigate the availability of the technological pedagogical content knowledge (TPACK) competencies model for teaching in the e-learning environment among faculty members at the College of Education and Human Development, University of Bisha. To achieve this objective, the study used a descriptive survey method, which included a questionnaire consisting of 60 items distributed across seven domains of the TPACK model, representing: technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical content knowledge (TPACK). The questionnaire was administered to all members of the study population, which consisted of (112) faculty members at the College of Education in Bisha in the first semester of the academic year 1444/1445 AH. A total of 90 of them, constituting 80% of the study population, responded.  The results indicated that the overall availability of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK) competencies among faculty members at the College of Education, University of Bisha, was "very high." Additionally, the availability of Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and the overall availability of total Technological Pedagogical Content Knowledge (TPACK) competencies was also "high.". The study recommended the necessity of developing professional development programs for faculty members based on the TPACK framework to ensure effective teaching in e-learning environments. It also recommended the implementation of the Technological Pedagogical Content Knowledge (TPACK) competency scale for teaching in the e-learning environment for all faculty members, periodic review of results to enhance their competencies, and the utilization of result reviews to identify areas needing technical support and training.