Technology-Supported Instructional Interventions for Developing Pre-service Teachers’ TPACK Competence: A Systematic Review of Perceived and Enacted Dimensions and Design Principles

In the context of rapid digital transformation in education, developing pre-service teachers’ competence in integrating technology, pedagogy, and content has become a critical priority for teacher education programs. However, existing reviews have primarily focused on either perceived TPACK or isolated intervention outcomes, leaving the relationship between perceived and enacted dimensions of TPACK competence underexplored. Following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) 2020 guidelines, this systematic review synthesized 35 empirical studies (2010–2026) from ERIC (via EBSCOhost), Web of Science, and Scopus. Five intervention types were identified: course-embedded (40.0%), module-based (28.6%), project-based learning (20.0%), workshop-based (8.6%), and electronic strategy (2.8%). Assessment methods included mixed (60.0%), self-report (31.4%), and performance-based (8.6%). A key finding is the inconsistency between self-reported and performance-based measures. Based on these findings, five evidence-based design principles are proposed: (1) authentic task design, (2) scaffolded technology exploration, (3) collaborative knowledge construction, (4) structured reflective practice, and (5) iterative design-feedback cycles. These principles are integrated into an analytical framework linking intervention features, assessment, and TPACK outcomes. Recommendations for teacher educators, program designers, and policymakers are provided to support the design and evaluation of technology-supported interventions in pre-service teacher education.