Developing Tpack of Efl Teachers in Islamic Boarding Schools Through a Tpack-Based Course

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The course significantly improved teachers' TPACK development, particularly in technology integration.
Findings indicate teachers transitioned from traditional to student-centered teaching practices.
Challenges included limited resources and a lack of creativity in technology use, yet confidence increased.
Data was collected through classroom observations, interviews, and document analysis over six months.

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Qualitative analysis reveals TPACK-based course enhances technology integration among EFL teachers, highlighting barriers to success.

Utomo et al. (2025) studied this question.

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