Technological, Pedagogical and Content Knowledge in Online Training

Abstract

The study examines the Technological, Pedagogical, and Content Knowledge (TPACK) of online training in government training institutions in Nepal. It assesses trainers' TPACK levels and technological proficiency in delivering online training programmes. The study applied a sequential mixed-methods design. A random sample of 30 trainers from eleven different training institutions participated in the quantitative strand. Three respondents were selected purposively for the qualitative strand. The TPACK framework has been instrumental in the analysis of data in this study. The findings were categorised into three themes: trainer perceptions and competencies; strategies for technological integration; and institutionalised approach. The study found that trainers possess extensive knowledge of pedagogical and content constructs, but struggle with incorporating new technologies due to time constraints, heavy workloads, and institutional environment. Advancement in this area depends more on institutions signalling through leadership behaviour and subject-specific professional development, investment in infrastructure, resources and culture of innovation.