EFL (English as a Foreign Language) pre-service teachers struggle to transform linguistic content into technology-enhanced instruction despite possessing adequate language knowledge and digital tool familiarity. This systematic literature review examines Technological Pedagogical Content Knowledge (TPACK) integration challenges, benefits, and effective practices in EFL pre-service teacher education across diverse geographical and institutional contexts. Following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta‑Analyses) guidelines, we analyzed twenty-seven empirical studies (2020–2025). Five primary challenge patterns emerged: technological proficiency limitations hindering confident tool operation, integration complexity when combining TPACK with twenty-first-century learning skills, infrastructure constraints, including unstable internet connectivity limiting online teaching effectiveness, insufficient professional development, particularly regarding advanced technologies and artificial intelligence (AI) integration, and sociocultural knowledge gaps preventing culturally responsive technology-enhanced language instruction. Psychological barriers, including anxiety and varied attitudes toward technology integration, further reduce experimentation willingness. Despite these obstacles, structured TPACK integration yields meaningful benefits. Pre-service teachers demonstrate enhanced teaching skills through Learning by Design and Project-Based Learning frameworks, develop positive attitudes and increased self-efficacy through successful integration experiences, and create engaging technology-enhanced lessons addressing diverse learner needs. Domain analysis reveals that pedagogical content knowledge develops readily, while technological content knowledge, technological pedagogical knowledge, and sociocultural TPACK dimensions remain challenging. Successful implementation requires structured training programs with explicit digital pedagogy guidance and hands-on advanced technology practice, collaborative learning environments enabling peer support, infrastructure-aware planning addressing connectivity realities, culturally responsive technology integration emphasizing sociocultural dimensions, and ongoing professional development emphasizing balanced integration across all knowledge domains. This review provides evidence-informed guidance for designing EFL teacher education programs that address integration obstacles while supporting meaningful technology adoption in language teaching contexts.
Dwiniasih et al. (2026) studied this question.