Abstract Introduction: Technological Pedagogical Content Knowledge (TPACK) is a framework that integrates the domains of technology, pedagogy, and content knowledge to enhance teachers’ understanding of how they can effectively incorporate technology into their instruction. Methods: The study examines the technological pedagogical content knowledge of pre-service teachers in Ghana through a cross-sectional survey design. Six hundred and seventeen pre-service teachers responded to an online TPACK survey instrument. The study uses descriptive and inferential statistical tools to analyse the data. Results: The study indicates that pre-service teachers in Ghana generally possess moderate to high competencies in TPACK. The study further reveals that male pre-service teachers reported higher levels of TPACK competence than their female counterparts. Lastly, the study shows that prior teaching experience had no significant impact on pre-service teachers’ TPACK development in Ghana. Discussion: This study examines the perceived levels of technological pedagogical content knowledge (TPACK) among pre-service teachers in Ghana. Specifically, the study investigated pre-service teachers’ perceptions of technological pedagogical content knowledge and whether their TPACK competencies vary based on gender and prior teaching experiences. Limitations: This study was restricted to pre-service teachers at a specific university in Ghana. Furthermore, although the TPACK instrument has been validated, its adaptation to the Ghanaian context may not fully reflect local educational practices or technological infrastructure. Conclusions: It is recommended that teacher education service providers prioritise strengthening technology integration into their pre-service teacher education programmes.
Boateng et al. (Sat,) studied this question.