The Extent of Basrah University Professors’ Possession of Technological Knowledge, Teaching Methods, and Scientific Content in Light of the TPACK Model in Education

Abstract

The study aims to explore the extent to which professors at the University of Basrah possess technological knowledge, teaching methods, and scientific content based on the TPACK model in education. The study concluded that professors in the Colleges of Education (Humanities and Sciences) exhibit a high level of technological knowledge related to teaching scientific content. The results also showed no significant differences between male and female professors in this usage, as well as in various model domains such as CK, PK, TK, PCK, TPK, and TPCK, indicating a close level of technical proficiency between genders. However, significant differences were observed between scientific and humanities specializations, with professors in scientific fields demonstrating a higher level of technological knowledge across the model, particularly in the TCK and TPCK domains.

This research highlights the importance of ongoing training and development in technology-based teaching methods for faculty members. It provides a foundation for further research in this area to enhance our understanding of effective technology integration in the educational process.