Desarrollo del TPACK en docentes de inglés como lengua extranjera: una revisión sistemática de la literatura sobre tendencias, desafíos y factores influyentes

Objective: Analyze the development and the Technological Knowledge, Pedagogical Knowledge, and Content Knowledge (TPACK) integration in Englishas Foreign Language Teachers (EFL) with the purpose to identify the main tendencies, challenges, and factors which directly affect its development. Method:A literature systematic review was carried out by following PRISMA 2020 guidelines. This research included those studies published between 2015 and2025 in reliable sources such as Scopus, Web of Science, ERIC, ScienceDirect, SpringerLink, Taylor & Francis, Sage Journals y Google Scholar. Then, a processof identification, screening, and eligibility was carried out to select 20 empirical studies, whose findings were examined throughout themed synthesis. Findings:The studies evidenced an unequal development among TPACK dimensions. In this regard, Content Knowledge (CK), Pedagogical Knowledge (PK), and PedagogicalContent Knowledge (PCK) showed the highest consolidation; in contrast, TPACK dimensions associated with Technology integration presented the most significant challenges. On the other side, teacher training, professional experience, institutional support, digital infrastructure, and constant professional development were identified as determinant factors for TPACK integration in the classroom. Moreover, Artificial Intelligence implementation emerged as a new area requiring further teacher training regarding pedagogical, critic, and ethic areas. Conclusions: Effective Technology integration in EFL teaching does not depend solely in technical mastery, but rather in teacher’s ability to articulate technology with their Pedagogical and Content Knowledge, according to linguistic objectives andstudents’ needs.