An Empirical Study of TPACK Development Through Transnational Online Continuing Professional Development Programs

This study examines how transnational online continuing professional development (CPD) supports language instructors’ technological pedagogical content knowledge (TPACK) in transnational higher education (TNHE). To assess this development, an existing TPACK self-report instrument was adapted to reflect cross-border online delivery, platform-mediated assessment and feedback, and collaborative course preparation. Survey data were collected from instructors at University of Southampton partner institutions in China (n = 431). Using exploratory factor analysis (EFA), confirmatory factor analysis (CFA), structural equation modeling (SEM), and paired-samples t-tests, the study examined the instrument’s measurement properties, the structural relations among knowledge domains, and changes over time. Results supported a stable four-factor structure—technological knowledge, content knowledge, pedagogical knowledge, and TPACK—with good model fit and acceptable reliability and validity. SEM showed that pedagogical knowledge and technological knowledge significantly predicted TPACK, whereas content knowledge did not directly predict it. Longitudinal analyses of matched pre–post responses (n = 172) indicated significant increases in technological knowledge, pedagogical knowledge, and TPACK after CPD participation, while content knowledge remained statistically stable. These findings suggest that routine online CPD is most responsive in strengthening instructors’ technology-related and pedagogical capacities, which in turn support integrative teaching competence in TNHE language teaching.