From TPACK to intelligent-TPACK: a conceptual framework for advancing ethical and AI-integrated pedagogy in higher education

The rapid integration of artificial intelligence (AI) in higher education is transforming teaching practices and expanding the competencies required of educators. Although the Technological Pedagogical Content Knowledge (TPACK) framework has long supported technology integration, it does not fully address the autonomous, adaptive, and ethical challenges of AI-enabled learning. This study extends TPACK into an AI-integrated framework (AI-TPACK) to better reflect these emerging demands. Using purposive sampling, data were collected from 455 university instructors in Pakistan and analyzed through structural equation modeling (SEM). The results revealed mixed support for the proposed model. AI–Technological Knowledge (AI-TK) positively influenced AI–Technological Content Knowledge (AI-TCK), while exhibiting negative relationships with AI–Technological Pedagogical Knowledge (AI-TPK) and Integrated Knowledge (AI-TPACK). Similarly, AI-TCK negatively affected AI-TPK and Ethics in AI-Integrated Pedagogy. AI-TPK demonstrated a weak, non-significant influence on ethical outcomes. In contrast, AI-TPACK positively predicted both AI-TPK and Ethics in AI-Integrated Pedagogy, highlighting the importance of integrated knowledge over isolated technological competence. Overall, the findings suggest that effective AI-enhanced teaching depends on educators’ ability to integrate technological, pedagogical, content, and ethical knowledge rather than relying solely on technological expertise. The study provides practical implications for teacher education and AI-focused professional development in higher education.