Values at the Edge of TPACK: A PRISMA-Guided Bibliometric Analysis of Values Education in Technology-Integrated Language Teaching Research, 2011–2026

Abstract Language teachers are expected to integrate digital and artificial intelligence (AI) tools while also cultivating ethical, cultural and civic values, yet the Technological Pedagogical Content Knowledge (TPACK) framework that guides their preparation says little about values. It is unclear whether research on TPACK in language education has begun to address this dimension. This study mapped the field and examined where values appear in it. Following PRISMA 2020, 378 Scopus records were screened, and 282 English-language documents published from 2011 to 2026 were analysed with descriptive bibliometric indicators, keyword co-occurrence clustering and dictionary-based coding of six values dimensions. Output grew sharply: 183 documents (64.9%) appeared in 2023–2026. Indonesia (47 documents) and China (39) were the most productive countries, and Hong Kong-affiliated work drew the most citations (1,009). Four thematic clusters emerged: teacher professional development and computer-assisted language learning; AI and generative AI in English language teaching; pre-service teacher education and technology integration; and digital pedagogy and competence. The share of documents that engaged any values dimension rose from 8.6% (2011–2018) to 17.2% (2019–2022) and 37.7% (2023–2026). Culture and identity (13.1%), inclusion and equity (9.9%) and ethics (9.2%) led, while character and moral values (2.8%) and social-emotional learning (1.1%) were rare. Every document coded for ethics also addressed AI. Values therefore enter TPACK language research mainly as AI ethics rather than as a planned teaching goal. The study proposes a values-oriented extension of TPACK for language teacher education.