Bhutanese pre-service teachers’ perceived ICT competency: a TPACK-based study

This study examines Bhutanese pre-service teachers’ perceived level of ICT competency, as defined by the TPACK framework, to understand their readiness to integrate technology into their teaching practices. Thus, this study collected data from 354 pre-service teachers in Bhutan using a survey that assessed individual factors, TPACK knowledge domains, and TPACK practice domains. The findings reveal that while Bhutanese pre-service teachers possess moderate confidence in their overall TPACK knowledge and practice, their Technological Knowledge (TK) remains notably lower than their content and pedagogical knowledge. Analyses further show that academic year and prior ICT course experience are positively associated with TPACK knowledge and practice, whereas gender differences are not significant. These results highlight the need for teacher education programs in Bhutan to strengthen basic technological skills and to provide more systematic, practice-based opportunities for designing and implementing technology-enhanced lessons, thereby realizing national ICT-in-education policy goals in classroom practice.