A Study on the Current Status of University Teachers' Technology-Integrated Instructional Design Competence Under the TPACK Framework

With the deep integration of digital technology and higher education, technology-integrated instructional design has become a core competence for university teachers to adapt to educational reform and promote teaching quality. Based on the TPACK (Technological Pedagogical Content Knowledge) framework, this study investigates the current status of university teachers' technology-integrated instructional design competence and explores the key influencing factors. A mixed-methods research approach was adopted, including a questionnaire survey of 523 university teachers from 15 institutions in eastern, central, and western China, and in-depth interviews with 28 teachers. The results show that university teachers' overall TPACK level is moderate, with content knowledge (CK) scoring the highest, followed by pedagogical knowledge (PK), while technological pedagogical content knowledge (TPACK) as the core composite competence scores the lowest. Significant differences exist in teachers' TPACK levels according to gender, teaching experience, subject category, and institutional type. Key influencing factors include teachers' self-efficacy in technology application, school support systems, professional development training, and educational policy guidance. This study enriches the empirical research on TPACK in the Chinese higher education context, provides a reference for formulating targeted teacher training programs, and offers practical insights for optimizing the integration of technology and teaching in universities.