Integrating AI-TPACK for Pre-Service Teachers: Applications and Challenges in English Language Program

Authors

  • Pungky Ramadhani Universitas KH Abdul Chalim, Indonesia
  • Eka Rizki Amalia Universitas KH Abdul Chalim, Indonesia
  • Nurul Azizah Ria Kusrini Universitas KH Abdul Chalim, Indonesia

DOI:

https://doi.org/10.57176/jn.v5i2.207

Keywords:

AI-TPACK, Pre-Service Teachers, Technological Pedagogical Content

Abstract

Artificial Intelligence (AI) is transforming education, offering innovative opportunities to enhance teaching and learning. Integrating AI into the Technological Pedagogical Content Knowledge (TPACK) framework has led to the development of AI-TPACK, which addresses the specific skills and strategies required for effective AI integration in educational contexts. While existing research focuses primarily on teachers’ readiness to adopt AI, limited attention has been given to pre-service teachers (PSTs) and their practical application of AI-TPACK. This study explores how PSTs in an English Language Program apply AI-TPACK in their teaching practices and investigates the challenges they encounter during implementation. Employing a narrative inquiry approach, the study collects data through questionnaires, semi-structured interviews, and reflective journals. Questionnaires assess PSTs' theoretical and practical understanding of AI-TPACK, while interviews provide in-depth insights into their lived experiences and challenges. Reflective journals capture ongoing reflections, documenting their evolving perspectives and skills. Thematic analysis is used to triangulate data across these sources, ensuring a robust understanding of PSTs’ competencies and challenges in applying AI-TPACK. The findings indicate  that AI-TPACK improves PSTs' ability to design lessons, adjust teaching methods, and create more engaging and interactive learning experiences. AI tools also enable  more personalized learning by modifying content and adjusting the speed of instruction to meet individual student needs, enhancing both teaching efficiency and student outcomes.

References

Backfisch, I., Franke, U., Ohla, K., Scholtz, N., & Lachner, A. (2023). Collaborative design practices in pre-service teacher education for technological pedagogical content knowledge (TPACK): Group composition matters. Unterrichtswissenschaft, 51(4), 579–604. https://doi.org/10.1007/s42010-023-00192-z

Backfisch, I., Sibley, L., Lachner, A., Kirchner, K. T., Hische, C., & Scheiter, K. (2024). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): Utility-value interventions support knowledge integration. Teaching and Teacher Education, 142. https://doi.org/10.1016/j.tate.2024.104532

Barkhuizen, G., Benson, P., & Chik, A. (2025). Narrative Inquiry in Language Teaching and Learning Research; Second Edition. Routledge.

Casal-Otero, L., Catala, A., Fernández-Morante, C., Taboada, M., Cebreiro, B., & Barro, S. (2023). AI literacy in K-12: a systematic literature review. In International Journal of STEM Education (Vol. 10, Issue 1). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1186/s40594-023-00418-7

Celik, I. (2023). Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education. Computers in Human Behavior, 138. https://doi.org/10.1016/j.chb.2022.107468

Chen, M., Chai, C. sing, & Jong, M. S. Y. (2023). Actualization of teaching conceptions in lesson design: how teaching conceptions shape TPACK regarding spherical video-based virtual reality-supported writing instruction. Educational Technology Research and Development, 71(6), 2321–2344. https://doi.org/10.1007/s11423-023-10295-0

Deng, G., & Zhang, J. (2023). Technological pedagogical content ethical knowledge (TPCEK): The development of an assessment instrument for pre-service teachers. Computers and Education, 197. https://doi.org/10.1016/j.compedu.2023.104740

Drajati, N. A., Tan, L., Haryati, S., Rochsantiningsih, D., & Zainnuri, H. (2018). Investigating English language teachers in developing TPACK and multimodal literacy. Indonesian Journal of Applied Linguistics, 7(3), 575–582. https://doi.org/10.17509/ijal.v7i3.9806

Kandlhofer, M., Weixelbraun, P., Menzinger, M., Steinbauer-Wagner, G., & Kemenesi, Á. (2023). Education and awareness for artificial intelligence. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 14296 LNCS, 3–12. https://doi.org/10.1007/978-3-031-44900-0_1

Karataş, F., & Ataç, B. A. (2024). When TPACK meets artificial intelligence: Analyzing TPACK and AI-TPACK components through structural equation modelling. Education and Information Technologies. https://doi.org/10.1007/s10639-024-13164-2

Karataş, F., Eriçok, B., & Tanrikulu, L. (2024). Reshaping curriculum adaptation in the age of artificial intelligence: Mapping teachers’ AI‐driven curriculum adaptation patterns. British Educational Research Journal. https://doi.org/10.1002/berj.4068

Kusuma, V. G., Saputra, W., Surianti, A., & Margana, M. (2023). An investigation of TPACK within ICT integration: The case of non-certified English teachers in Kolaka. LLT Journal: Journal on Language and Language Teaching, 26(2), 520–533. https://doi.org/10.24071/llt.v26i2.5999

Lorenz, U., & Romeike, R. (2023). What is AI-PACK? – Outline of AI competencies for teaching with DPACK. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 14296 LNCS, 13–25. https://doi.org/10.1007/978-3-031-44900-0_2

Martin, D. A., Carey, M. D., McMaster, N., & Clarkin, M. (2024). Assessing primary school preservice teachers’ confidence to apply their TPACK in specific categories of technologies using a self-audit survey. Australian Educational Researcher. https://doi.org/10.1007/s13384-023-00669-x

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

Mishra, P., Warr, M., & Islam, R. (2023). TPACK in the age of ChatGPT and Generative AI. Journal of Digital Learning in Teacher Education, 39(4), 235–251. https://doi.org/10.1080/21532974.2023.2247480

Ning, Y., Zhang, C., Xu, B., Zhou, Y., & Wijaya, T. T. (2024). Teachers’ AI-TPACK: Exploring the relationship between knowledge elements. Sustainability (Switzerland), 16(3). https://doi.org/10.3390/su16030978

Nurwahidah, N., Sulfasyah, S., & Rukli, R. (2023). Investigating grade five teachers’ integration of technology in teaching reading comprehension using the TPACK Framework. Journal of Language Teaching and Research, 14(4), 927–932. https://doi.org/10.17507/jltr.1404.09

Patton, M. Q. (2015). Qualitative Research & Evaluation Methods: Integrating Theory and Practice. Sage Publications Inch.

Rosenberg, J. M., & Koehler, M. J. (2015). Context and technological pedagogical content knowledge (TPACK): A systematic review. Journal of Research on Technology in Education, 47(3), 186–210. https://doi.org/10.1080/15391523.2015.1052663

Sari, Y. R., Drajati, N. A., So, H. J., & Sumardi. (2021). Enhancing efl teachers’ technological pedagogical content knowledge (Tpack) competence through reflective practice. Teflin Journal, 32(1), 117–133. https://doi.org/10.15639/teflinjournal.v32i1/117-133

Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. In Journal of Research on Technology in Education ,Vol. 123. www.iste.org.

Sofyan, S., Habibi, A., Sofwan, M., Yaakob, M. F. M., Alqahtani, T. M., Jamila, A., & Wijaya, T. T. (2023). TPACK–UotI: the validation of an assessment instrument for elementary school teachers. Humanities and Social Sciences Communications, 10(1). https://doi.org/10.1057/s41599-023-01533-0

Sun, J., Ma, H., Zeng, Y., Han, D., & Jin, Y. (2023). Promoting the AI teaching competency of K-12 computer science teachers: A TPACK-based professional development approach. Education and Information Technologies, 28(2), 1509–1533. https://doi.org/10.1007/s10639-022-11256-5

Swallow, M. J. C., & Olofson, M. W. (2017). Contextual understandings in the TPACK Framework. Journal of Research on Technology in Education, 49(3–4), 228–244. https://doi.org/10.1080/15391523.2017.1347537

Usman, S., Arafah, B., Marhum, M., Munir, S., Budi, & Tadeko, N. (2024). The Effect of Technological Pedagogical Content Knowledge (TPACK) on Rural Area Students’ English Writing. Journal of Language Teaching and Research, 15(3), 884–892. https://doi.org/10.17507/jltr.1503.21

Valtonen, T., Leppänen, U., Hyypiä, M., Sointu, E., Smits, A., & Tondeur, J. (2020a). Fresh perspectives on TPACK: pre-service teachers’ own appraisal of their challenging and confident TPACK areas. Education and Information Technologies, 25(4), 2823–2842. https://doi.org/10.1007/s10639-019-10092-4

Valtonen, T., Leppänen, U., Hyypiä, M., Sointu, E., Smits, A., & Tondeur, J. (2020b). Fresh perspectives on TPACK: pre-service teachers’ own appraisal of their challenging and confident TPACK areas. Education and Information Technologies, 25(4), 2823–2842. https://doi.org/10.1007/s10639-019-10092-4

Wang, K., Ruan, Q., Zhang, X., Fu, C., & Duan, B. (2024). Pre-Service teachers’ GenAI anxiety, technology self-efficacy, and TPACK: Their structural relations with behavioral intention to design GenAI-assisted teaching. Behavioral Sciences, 14(5). https://doi.org/10.3390/bs14050373

Wang, W., Schmidt-Crawford, D., & Jin, Y. (2018). Preservice teachers’ TPACK development: a review of literature. Journal of Digital Learning in Teacher Education, 34(4), 234–258. https://doi.org/10.1080/21532974.2018.1498039

Yeh, Y. F., Chan, K. K. H., & Hsu, Y. S. (2021). Toward a framework that connects individual TPACK and collective TPACK: A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process. Computers and Education, 171. https://doi.org/10.1016/j.compedu.2021.104238

Downloads

Published

2026-04-22

How to Cite

Ramadhani, P. ., Amalia, E. R., & Kusrini, N. A. R. (2026). Integrating AI-TPACK for Pre-Service Teachers: Applications and Challenges in English Language Program. Journal of Nusantara Education, 5(2), 125–135. https://doi.org/10.57176/jn.v5i2.207

Issue

Vol. 5 No. 2 (2026): April 2026

Section

Articles

License

Copyright (c) 2026 Pungky Ramadhani, Eka Rizki Amalia, Nurul Azizah Ria Kusrini

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

You are free to:

  1. Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
  2. Adapt — remix, transform, and build upon the material for any purpose, even commercially.
  3. The licensor cannot revoke these freedoms as long as you follow the license terms.

Under the following terms:

  1. Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
  2. ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
  3. No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

Notices:

You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .

No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.