TAM-TPACK Nexus: A Conceptual and Empirical Examination of Technology Acceptance Model (TAM) and Technological Pedagogical Content Knowledge (TPACK) in Teaching-Learning

Abstract

The integration of the Technology Acceptance Model (TAM) and Technological Pedagogical Content Knowledge (TPACK) has gained increasing attention in educational research, as it addresses both the behavioural aspects of technology adoption and the pedagogical expertise required for effective technology integration in teaching. This systematic literature review examines the intersection of these two frameworks, focusing on how they collectively inform teachers' technology acceptance, pedagogical practices, and subject-specific applications. We identify key dimensions, including factors influencing teachers' technology acceptance, the role of TPACK in teacher education, the application of technology acceptance models in educational contexts, and subject-specific technology integration. By synthesizing existing studies, we aim to provide a comprehensive understanding of how TAM and TPACK interact to shape technology adoption in education, thereby bridging the gap between theoretical models and practical implementation. The review employs a rigorous methodology to analyze peer-reviewed literature, systematically categorizing findings to highlight trends, gaps, and future research directions. Results reveal that while TAM effectively predicts teachers' intention to use technology, TPACK complements this by emphasising the pedagogical and content-specific dimensions of technology integration. However, challenges persist in aligning these frameworks, particularly in diverse educational settings and subject areas. The study concludes with recommendations for future research, emphasising the need for context-sensitive models that integrate both TAM and TPACK to support teachers' professional development and technology-enhanced learning. This review contributes to the ongoing discourse on technology adoption in education by offering a synthesized perspective on the interplay between acceptance and pedagogical competence.