Enhancing Primary School Teachers’ Professional Competence Through the Technological Pedagogical Content Knowledge (TPACK): A Systematic Literature Review

Technological Pedagogical Content Knowledge (TPACK) is an important framework for effectively integrating technology in education. This research aims to evaluate elementary school teachers’ TPACK capabilities, professional skill development, and overall professional competencies. The research methodology used a Systematic Literature review (SLR) with the PRISMA approach, which involved the systematic selection and analysis of 24 relevant articles. The results show that gaps in the understanding and application of TPACK among primary school teachers directly impact the effectiveness of using technology in learning. The implications of these gaps necessitate the development of professional competencies to improve primary school teachers’ TPACK skills. This study recommends more focused training programs on the use of various technologies in the learning process for all primary school teachers.