A Study of Technology, Pedagogy, and Content Knowledge among ALIVE Teachers

Abstract

This study investigated the levels of technology, pedagogy, and content knowledge among Arabic Language and Islamic Values Education (ALIVE) teachers using a descriptive–correlational research design. Data were gathered through a validated self-assessment questionnaire grounded in the TPACK framework. Descriptive statistics were used to determine teachers’ knowledge levels across the three domains.
Results showed that ALIVE teachers demonstrated a very satisfactory level of knowledge in technology, pedagogy, and content. While strong content mastery and pedagogical competence were evident, lower ratings were observed in engagement with professional development activities and experimentation with new technologies. The findings highlight the need for sustained institutional support and continuous professional development to strengthen instructional innovation in ALIVE education.