Mapping Lecturers’ Technological Pedagogical Content Knowledge in Indonesian Higher Education
DOI:
https://doi.org/10.35445/alishlah.v18i3.9623Keywords:
TPACK, lecturer competence, higher education, digital pedagogy, technology integrationAbstract
The effective integration of technology in higher education requires lecturers to combine technological, pedagogical, and content knowledge rather than master these domains independently. However, empirical evidence on the Technological Pedagogical Content Knowledge (TPACK) competencies of university lecturers in Indonesia remains limited, particularly across its seven interconnected components. This study employed a descriptive quantitative survey to examine lecturers’ TPACK competencies. Data were collected from 108 lecturers from the Faculty of Economics at Universitas Negeri Jakarta and Universitas Halu Oleo using a five-point Likert-scale questionnaire adapted from established TPACK instruments. Descriptive statistics were used to analyze seven components: Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Pedagogical Knowledge (TPK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPACK). The mean scores were 73.42 for TK, 31.44 for CK, 36.46 for PK, 22.35 for TPK, 34.11 for PCK, 29.99 for TCK, and 17.16 for TPACK. The findings reveal variations across the seven knowledge domains and highlight the importance of examining lecturers’ ability to integrate technology, pedagogy, and disciplinary content as interconnected competencies. The results underscore the need for professional development that moves beyond separate technological or pedagogical skills toward integrated digital learning design. Higher education institutions should therefore provide sustained training, mentoring, and collaborative instructional-design activities to strengthen lecturers’ TPACK competencies.
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