Proposed Vision for Enhancing Technological, Pedagogical, and Content Knowledge (Tpack) Competency Integration Among Secondary School Biology Teachers in Riyadh City, Saudi Arabia

Abstract

Objective: The objective of this study was to assess and enhance the TPACK competencies of biology teachers in secondary schools, in line with the goals of Saudi Vision 2030. Method: Using a descriptive analytical approach, a total of 120 teachers based in Riyadh were asked to complete a questionnaire consisting of 52 items. The questionnaire covered 7 dimensions of TPACK and used a 5-point Likert scale. Results: The results showed a moderate level of proficiency overall. The dimensions of technological knowledge (TCK) and content knowledge (TPACK) had the highest mean scores of 3.64 and 3.61, respectively. This suggests an understanding of the connections between technology, content, and pedagogy. Technological Pedagogical Knowledge (TPK) had the lowest score (mean = 2.65), highlighting the importance of improving training on integrating technology tools with pedagogical methods. Conclusion: The study revealed that there was no discernible distinction between the experience and educational qualifications of teachers. The study highlights the importance of TPACK for biology teachers in effectively utilizing the internet and other technology to enhance information sharing with students through online platforms.