TPCK in the Digital Era: Integrating Educational Data Literacy and Hybrid Design Competency in Teacher Education

Teacher preparation is transforming due to advances in Artificial Intelligence and the global shift toward hybrid learning. Recently, Technological Pedagogical Content Knowledge (TPCK) has attracted interest. However, little focus has been given to the new skills needed for modern teachers. This study aims to address gaps in pre-service teacher training programs by proposing an improved TPCK Model. This expanded framework incorporates two essential skills: a) Educational Data Literacy, which emphasizes effectively collecting, analyzing, and interpreting data from digital activities, and b) Hybrid Design Competency, which stresses the importance of consistent planning and teaching in both virtual and physical settings. Through a systematic conceptual analysis of the traditional TPCK framework, a qualitative research approach was used to identify the new competencies. The method relies on systematic review and foresight techniques to examine the limitations of the current model and develop a new framework. The study results in an expanded conceptual model that redefines how TPCK should be effectively implemented in ELT in the digital age. This upgraded model recommends integrating courses in Educational Data Literacy and Hybrid Design Competency into pre-service ELT programs to help future teachers transition from simple technology users to analytical designers and data-savvy professionals.

کلیدواژه ها:

TPCK ، Expanded Model ، Educational Data Literacy ، Hybrid Design Competency ، AI in Education