TPACK-LK (Technological Pedagogical Content Knowledge with Learner Knowledge) of Pre-Service Teachers: A Systematic Review

Authors

DOI:

https://doi.org/10.31305/rrijm.2025.v10.n12.022

Keywords:

TPACK-LK, learner-centred pedagogy, technology-enhanced learning environments

Abstract

The incorporation of technology in the educational scenario has required a deeper comprehension of how pre-service teachers develop Technological Pedagogical Content Knowledge (TPACK), mainly when added with Learner Knowledge (LK). A systematic review is a process that examines the present state of TPACK-LK research, mainly focusing on its involvement in pre-service teacher education. In this paper, some key areas were identified, such as the development and validation of TPACK, its path of contextual influences and futuristic advancements such as ICT and AI in the scenario of teacher training. The study synthesizes empirical findings to reveal how preservice teachers acquire and apply TPACK-LK, the barriers they face, and the pedagogical innovations that support their development. A rigorous methodology was employed to select and analyze relevant studies, ensuring a comprehensive overview of the field. Results highlight the importance of tailored training programs, the role of practical experiences, and the need for adaptive assessment tools. While progress has been made in understanding. TPACK-LK, gaps remain in addressing diverse teaching contexts and the dynamic interplay between technology and learner-centred pedagogy. The review concludes with recommendations for future research, emphasising the alignment of theoretical frameworks with classroom realities and the potential of AI-driven interventions. By consolidating existing knowledge, this work provides a foundation for advancing TPACK-LK research and improving preservice teacher preparation in technology-enhanced learning environments.

Author Biographies

Joy Prakash Deb, Ph.D. Scholar, Department of Education, Fakir Mohan University, Balasore, Odisha-756019, India

Joy Prakash Deb, Ph.D. scholar, pursuing Ph.D. from P.G. Department of Education, Fakir Mohan University, Balasore, Odisha. He completed his Master of Education (M.Ed.) as a rank holder from Assam University, Silchar. His research interest focuses on Educational Technology, Educational Psychology and Pedagogy of Teaching.

Dr. Firdous Ahmad Sofal, Assistant Professor, School of Education, Central University of Kashmir, Main Campus, Tulmulla, Ganderbal - 191131, India

Dr. Firdous Ahmad Sofal is an accomplished scholar and educationist with a strong record of academic leadership, research and institution-building. A graduate of the University of Kashmir, he pursued advanced studies in Education, completing his B.Ed, M.Ed, M.Phil, and Ph.D. with specialization in Educational Administration and Management. He has also qualified both UGC-NET and UGC-SET (2013), demonstrating his academic excellence and commitment to the teaching profession. He began his career as an Assistant Professor in the School of Education at Baba Ghulam Shah Badshah University, Rajouri, where he also served as Head of the Department. In 2017, he was selected as an Assistant Professor by the Jammu and Kashmir Public Service Commission. With over a decade of experience in higher education, he currently serves as Senior Faculty and Academic Coordinator in the School of Education (Teacher Education) at the Central University of Kashmir, Srinagar. A prolific writer, Dr. Sofal has authored seven textbooks and published over thirty research papers in reputed national and international journals. He has supervised seven M.Phil and five Ph.D. scholars, contributing significantly to mentoring future researchers and educators. He has actively participated in and represented his university at numerous regional, national, and international conferences.

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Published

15-12-2025

How to Cite

Deb, J. P., & Sofal, F. A. (2025). TPACK-LK (Technological Pedagogical Content Knowledge with Learner Knowledge) of Pre-Service Teachers: A Systematic Review. RESEARCH REVIEW International Journal of Multidisciplinary, 10(12), 171–188. https://doi.org/10.31305/rrijm.2025.v10.n12.022

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Vol. 10 No. 12 (2025): RESEARCH REVIEW International Journal of Multidisciplinary

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