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Amid the AI-driven transformation of higher education, this study reframes TPACK as a context-sensitive alignment across pre-class design, in-class enactment, and post-class assessment. Using logical deduction and cases, it shows how external conditions such as policy and evaluation regimes, resource and platform ecology, and systematic training, together with internal resources such as disciplinary grounding, pedagogical repertoire, digital literacy, and innovative disposition, jointly shape TPACK growth. A design–enactment–assessment pathway is proposed that stresses authentic integration of CK, PK, and TK, workload neutrality, institutional replicability, and minimal yet interpretable process evidence for iterative improvement. Results suggest that durable gains arise from stable socio-technical routines rather than tool proliferation. The study extends TPACK in AI-mediated contexts and offers guidance for balancing technology adoption with instructional quality.

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Research on the Enhancement of University Professors’ TPACK Competence Across Three Instructional Dimensions

  • 会议论文

  • 发表日期：

    2026年

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  • Wenxuan Yao,
  • Biao He

摘要

Amid the AI-driven transformation of higher education, this study reframes TPACK as a context-sensitive alignment across pre-class design, in-class enactment, and post-class assessment. Using logical deduction and cases, it shows how external conditions such as policy and evaluation regimes, resource and platform ecology, and systematic training, together with internal resources such as disciplinary grounding, pedagogical repertoire, digital literacy, and innovative disposition, jointly shape TPACK growth. A design–enactment–assessment pathway is proposed that stresses authentic integration of CK, PK, and TK, workload neutrality, institutional replicability, and minimal yet interpretable process evidence for iterative improvement. Results suggest that durable gains arise from stable socio-technical routines rather than tool proliferation. The study extends TPACK in AI-mediated contexts and offers guidance for balancing technology adoption with instructional quality.