Unpacking the Intricacies of Techno-Pedagogical Competency for Professors: A Qualitative Study of its Relationship with Constructivist Teaching and Psychological Well-Being

This study explores the intricate interrelationship between techno-pedagogical competency (TPC), constructivist teaching practices and the psychological well-being of faculty in higher education. Acknowledging the growing prevalence of technology within the educational landscape and its highly personalized impact on educators, this study utilizes a Qualitative Narrative Synthesis method, evaluating the current scholarship to inform the lived experiences of professors. It explores the impact of TPC, conceptualised as the capacity to source and integrate technology into teaching effectiveness on the adoption and implementation of constructivist teaching tactics that promote active, student-centered learning. In addition, it explores the mutual influence of TPC on professors' psychological health, weighing potential advantages, like enhanced self-assurance and resilience, against struggle, like techno-stress, heightened workload and the erosion of work-life balance. To develop a richer understanding of these interrelationships, this study draws on previously published qualitative data and highlights the importance of faculty-focused professional development efforts that both address TPC and the overall effectiveness of teaching and learning; while also taking into serious consideration the mental health and well-being of faculty members as higher education institutions go through an educational digitization process.