Exploring Technological Pedagogical Content Knowledge (TPACK) Among Industrial Arts Teachers

Abstract

This study explores the significance of Technological Pedagogical Content Knowledge (TPACK) in enhancing the digital teaching competence of Industrial Arts teachers. As education transitions toward technology-driven instruction, Industrial Arts educators face the challenge of integrating digital tools such as CAD, 3D modeling, and virtual simulations into traditionally hands-on disciplines. Findings from recent studies highlight that while teachers possess strong technical and pedagogical skills, barriers such as limited infrastructure, inadequate training, and insufficient institutional support hinder full technology adoption. Strengthening TPACK through continuous professional development and access to digital resources is crucial in equipping teachers for Industry 4.0 demands, ensuring that Industrial Arts education remains relevant, innovative, and future-ready.