Improving TPACK Competence Among Apparel Engineering Educators: A Diagnostic and Strategic Study

This study explores the current status of Technological Pedagogical Content Knowledge (TPACK) among apparel engineering teachers in applied undergraduate institutions in Jiangxi, China. A mixed-methods design was employed, integrating questionnaire data (n = 447) and semi-structured interviews (n = 10) to validate a localised TPACK scale and identify key influencing factors. Results show that digital infrastructure and institutional policy support positively impact TPACK competence, especially in technological knowledge and instructional design. Teachers’ technology adoption willingness, professional development motivation, and favourable perceptions significantly predicted their TPACK competence. Based on the findings, a five-dimensional enhancement framework is proposed to improve digital teaching capacity. The framework focuses on strengthening technical skills, optimising content design, innovating pedagogy, fostering positive attitudes, and enhancing institutional support. This research contributes to the contextual application of the TPACK framework in technical disciplines and provides practical guidance for improving digital teaching in apparel engineering education.