A Technological Pedagogical Content Knowledge (TPACK) perspective on integrating Educational Technology (EdTech) for student teachers

The rapid advancement of digital technologies is transforming higher education and leading to a shift from traditional teaching methods to online and blended learning environments. Research indicates that the effective integration of Educational Technology (EdTech) in subject-specific instruction necessitates a well-defined framework to support educators in applying the best used of digital tools for effective learning. This study utilised the technological pedagogical content knowledge (TPACK) model to examine the integration of educational technology (EdTech) in a first-year Engineering Graphics and Design (EGD) module (EGDC1614) during a 10-week intervention. The research explored the unique challenges and opportunities of EdTech and provides insights into how technology can create engaging, accessible and adaptive learning environments aligned with Education 4.0 principles. By embracing a pragmatic education design approach, the study investigated the practical outcomes of EdTech integration in a real-world education context. Data were collected through pre- and post-intervention questionnaires, a lecturer questionnaire and self-reflections that assessed the influence of EdTech tools such as computer-aided design (CAD) software and multimedia resources on student engagement and learning outcomes. The findings were validated by an expert panel for quality assurance purposes. Findings indicate that the EGD lecturer, positioned as a pivotal change agent in this approach, can leverage the TPACK model to effectively facilitate the integration of EdTech in EGD instruction. This strategic application of TPACK is expected to enhance both student understanding and engagement in the subject matter. However, challenges such as varying digital literacy levels and limited internet access highlight the need for targeted digital skills training and improved infrastructure. Blended learning models that combined digital tools with in-person instruction proved particularly effective in meeting student preferences for flexible, multimedia-rich learning experiences. The study emphasises the importance of structured EdTech implementation and adaptive learning environments for improving educational outcomes and preparing students for a digitalised workforce. It also advocates for digital equity by calling for support systems to address disparities in access and skills. Overall, the research underscores the necessity of resources that cater for diverse learning preferences and recommends further exploration into personalised and adaptive learning technologies to enhance educational practices in the context of the Fourth Industrial Revolution