Exploring the underlying factors influencing the implementation of the TPACK framework in Ethiopian teacher education institutions

Digital instruction is vital for the twenty-first century education quality. Teacher Education Institutions (TEIs) in Ethiopia are currently facing significant gaps between curriculum expectations and actual technology integration practices. This research utilized a mixed-methods concurrent triangulation design to examine the key factors influencing the application of the Technological Pedagogical Content Knowledge (TPACK) TPACK framework. Data were collected from a stratified sample of 207 teacher educators using surveys and 12 purposively selected participants through semi-structured interviews. Exploratory Factor Analysis (EFA) identified a five-factor structure defining technology integration in the TEIs. Teachers’ attitudes, Technological Pedagogical Competence (TPC), digital infrastructure & access, professional development, and institutional policy & culture influenced the successful utilization of TPACK framework. Thematic analysis also revealed that institutional setups and cultural landscapes significantly impede digital instruction. The findings imply that TPACK implementation is systemic rather than purely individual challenge. Therefore, the study concludes that achieving sustainable digital transformation in alignment with Sustainable Digital Goal 4 (SDG 4) necessitates a comprehensive alignment of institutional resources, leadership support, and human development.

Curriculum · Exploratory research · Higher education · Teacher education · Technology integration · Thematic analysis · Triangulation · Digital literacy in education · Global Educational Policies and Reforms · Teacher Education and Leadership Studies