Tpack knowledge in secondary school teachers: basis for effective teaching with mobile technologies in digital environments

The digital transformation of educational environments has highlighted the need for teachers to master skills that integrate technology, pedagogy, and subject matter. In this context, mobile learning emerged as an effective strategy for expanding educational coverage, fostering independent learning, and improving academic performance. Its pedagogical integration also lays the groundwork for future collaborations with immersive virtual environments and emerging technologies such as artificial intelligence and augmented reality. This study analyzed the level of TPACK knowledge among secondary school teachers in Regional 08 of the Ministry of Education of the Dominican Republic, considering the educational use of mobile devices. A mixed-method approach was adopted, administering questionnaires to 354 teachers and interviewing 26 school principals. The results revealed that teachers possessed a moderately high level of TPACK knowledge, influenced by factors such as age, gender, professional experience, ICT training, and institutional support. It was concluded that strengthening ongoing training and technical support is key to effective teaching mediated by mobile technologies, with projections toward more advanced educational ecosystems such as the metaverse.