TPACK competency status among TVET instructors in Sheger City, Ethiopia

The Fourth Industrial Revolution has increased the demand for digitally competent Technical and Vocational Education and Training (TVET) instructors who can deliver industry-relevant learning via technology integration in to their teaching practices. This study examines the Technological Pedagogical Content Knowledge (TPACK) of instructors at five selected TVET colleges, namely Sebeta TVET, Burayu Poly Technic College (Burayu PTC), Lega Tafo TVET, Sululta TVET, and Gelan TVET, in Sheger City, Oromia Regional State, Ethiopia. Using a quantitative study approach, data were obtained from 109 instructors using a structured questionnaire that included 28 items associated with the seven TPACK domains. IBM SPSS 26 was used to perform analysis techniques such as descriptive statistics, reliability testing, exploratory factor analysis (EFA), and correlation analysis. The mean scores across the TPACK categories indicate moderate competency, with CK averaging 22.04 and PK averaging 22.47, both slightly higher than the other domains. The reliability study demonstrates good internal consistency across all domains, as seen by Cronbach’s alpha values larger than 0.87. Exploratory factor analysis and correlation tests show significant linkages across the seven TPACK components. Technological Knowledge (TK) has a particularly high relationship with total TPACK (r = 0.888, p < 0.01). These findings emphasize the need of incorporating technology competences into teaching and learning procedures at TVET institutions. Despite the fact that most TVET colleges have digital infrastructure, there are still gaps in its effective use and training delivery. This gap indicates the importance of targeted initiatives that are consistent with the Sustainable Development Goals (SDGs). Strengthening digital pedagogy and teacher competencies directly contributes to SDG 4 of Quality Education by providing inclusive and equal access to current learning opportunities. Similarly, improving technology integration in TVET programs contributes to SDG 8 of Decent Work and Economic Growth by equipping learners with future-ready skills that fulfill labor market expectations. Furthermore, resolving infrastructure-utilization gaps promotes innovative ecosystems within TVET institutions, which advances SDG 9 of Industry, innovative, and Infrastructure. Finally, collaborative partnerships between universities, industries, and governments are required to optimize the impact of digital infrastructure and training, thus contributing to SDG 17 of Partnerships for the Goals. In this approach, enhancing TPACK competencies in TVETs is both a means of boosting educational quality and a strategic lever for reaching broader sustainable development goals. The study revealed that content knowledge (CK) and pedagogical knowledge (PK) exhibited a strong positive correlation and overall, strong relationships across domains, particularly between PCK and TPK/TCK, underline the importance of targeted professional growth. To improve TPACK competencies of trainers, training should focus on the representational and functional capabilities of educational technologies, allowing them to be used not just for material delivery but also for modeling and supporting difficult concepts in order to improve student understanding.