A Survey on the Current Status of Informatization Teaching Ability of University Teachers in Hunan Province based on TPACK

Abstract

Based on the TPACK theoretical framework, this study conducted a questionnaire survey among 946 university teachers across various institutions in Hunan Province to investigate the current status of informatization teaching ability among university teachers in Hunan and to propose corresponding suggestions. The findings indicate that the overall TPACK level of university teachers in Hunan Province is above average, with the levels of various dimensions ranked as follows: PK > CK > TK > PCK > TCK > TPK > TPACK. At the gender level, there are no significant differences in the various dimensions of TPACK between male and female teachers. In terms of teaching experience, the levels of PK and CK dimensions increase with the accumulation of teaching years, whereas teachers with the least teaching experience (1-5 years) exhibit the highest levels in the technology-related TK and TCK dimensions. Regarding professional differences, computer science teachers have the highest levels of TPACK and TK, while teachers in liberal arts majors have the lowest TK levels. At the educational attainment level, the levels of various dimensions increase with the enhancement of educational qualifications. To enhance the informatization teaching ability of university teachers in Hunan Province, this study proposes pathways for improvement from the perspectives of university teachers, higher education institutions, and the government.