ArticleFrontiers in psychology2021
Technology Integration in Higher Education During COVID-19: An Assessment of Online Teaching Competencies Through Technological Pedagogical Content Knowledge Model.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 20 papers.
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Who cites it
20 citing papers in PubMed.
- Intrinsic motivation and self-efficacy as pathways to innovative teaching: a mixed-methods study of faculty in Chinese higher education.BMC psychology · 2025Article
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- The promotive effect of ocean literacy on marine conservation behavior: A qualitative study based on Chinese university students.PloS one · 2025Article
- Cross-sectional study of attitudes toward online continuing dental education in Libya during the COVID-19 pandemic.PloS one · 2024Article
- Article
- Academics' continuance intention to use learning technologies during COVID-19 and beyond.PloS one · 2024Article
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- Technologies for recovery and growth in post COVID-19 era in tertiary institutions in Nigeria.Scientific African · 2023Article
- Understanding university teachers' digital competencies: a systematic mapping study.Education and information technologies · 2023Article
- Reliability of online dental final exams in the pre and post COVID-19 era: A comparative study.PloS one · 2023Article
- Article
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- RETRACTED ARTICLE: Impact of artificial intelligence on human loss in decision making, laziness and safety in education.Humanities & social sciences communications · 2023Article
- E-Learning Satisfaction, Stress, Quality of Life, and Coping: A Cross-Sectional Study in Italian University Students a Year after the COVID-19 Pandemic Began.International journal of environmental research and public health · 2022Article
- Well-Being in the Context of COVID-19 and Quality of Life in Czechia.International journal of environmental research and public health · 2022Article
- The Impact of Teacher Competence in Online Teaching on Perceived Online Learning Outcomes during the COVID-19 Outbreak: A Moderated-Mediation Model of Teacher Resilience and Age.International journal of environmental research and public health · 2022Article
- Credibility and Involvement of Social Media in Education-Recommendations for Mitigating the Negative Effects of the Pandemic among High School Students.International journal of environmental research and public health · 2022Article
- The Phenomenon of Social and Pastoral Service in Eastern Slovakia and Northwestern Czech Republic during the COVID-19 Pandemic: Comparison of Two Selected Units of Former Czechoslovakia in the Context of the Perspective of Positive Solutions.International journal of environmental research and public health · 2022Article
- Teachers' Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review.Frontiers in psychology · 2022Review
- Immersive Learning Design for Technology Education: A Soft Systems Methodology.Frontiers in psychology · 2021Article
Corrections and comments
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Authors and funding
4 authors.
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Abstract
The COVID-19 pandemic significantly shifted education from traditional to an online version, which was an emergent state for teachers and students. The substantive situation thus raises the importance of technology integration in education, and teachers are required to update their competencies, respectively. In this regard, the study assessed online teaching competencies of faculty members following, technological pedagogical content knowledge (TPACK) model. Closed-ended surveys were employed for quantitative analysis of randomly selected 256 faculty members from public universities in Karachi, Pakistan. Results indicated that teachers possessed adequate levels of knowledge across all the domains of TPACK. The highest competency was obtained by content knowledge (CK), while technological knowledge (TK) was reported at the lowest level. Furthermore, a significant difference was noted in terms of gender and teaching experience. Correspondingly, the study proposes that the TPACK model should be employed in the professional development programs to develop teachers' TPACK for integrating information communication and technology in the pedagogical practices. The findings of the study present a constructive overview of teachers' digital competencies and technology use in teaching and learning in the time of the COVID-19 and also play a significant role in the integration of technology in the post-pandemic time in higher education. The study also suggests relevant educational authorities and policymakers for assessing and enhancing the technological competencies of teachers for quality online education.
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