Exploring Technology Integration in Thai Preservice English Teacher Education: Curriculum Analysis and Stakeholder Perspectives

Technology integration in language education has become increasingly crucial, particularly in response to unprecedented educational disruptions.This study examines how Thailand's preservice English teacher education programs prepare future educators for technology integration in language instruction.Using a mixed-methods approach, the research analyzed twenty-eight Bachelor of Education in English curricula from state-accredited universities, combining curriculum content analysis with stakeholder interviews.The investigation focused on two primary dimensions: the structural composition of technologyrelated coursework and the development of technological pedagogical content knowledge (TPACK).Findings reveal significant variations in how programs approach technology preparation and highlight specific challenges in developing preservice teachers' digital competencies.This study contributes to the broader discourse on technology integration in language teacher education and provides evidence-based recommendations for enhancing preservice English programs in diverse educational contexts.