The Impact of Teachers' Technological Self-Efficacy on Gifted Technological Pedagogical Content Knowledge: A Case Study

This qualitative study explores the role of teachers' technological self-efficacy in integrating advanced tools, such as augmented reality (AR) and digital design software, into their instructional practices for gifted students. Through semi-structured interviews and classroom observations of three science teachers at a Science and Arts Center (SAC) in southeastern Turkey, the study examines the intersection of self-efficacy, technological pedagogical content knowledge (TPCK), and gifted education. This study employed a qualitative research design, specifically utilizing a case study approach. Thematic analysis revealed five key themes: (1) Technology Integration, highlighting the use of AR and digital tools to enrich learning experiences; (2) Impact on Learning, showing how technology increases student engagement and retention; (3) Teachers' Technological Self-Efficacy, demonstrating that teachers with higher self-efficacy were more confident in using and experimenting with technology; (4) Differentiated Instruction, emphasizing the role of technology in tailoring learning experiences for gifted students; and (5) Barriers and Challenges, identifying obstacles such as limited resources and insufficient professional development. The findings suggest that while technology has significant potential to enhance gifted education, there is a pressing need for ongoing training and institutional support to address barriers and strengthen teachers' technological competencies. The study provides practical recommendations for improving technology integration in education and advancing teachers' technological self-efficacy.