Self-Assessment of Content, Pedagogy, and Technology Knowledge among Higher Education Academics in Bahrain

Abstract

Background
Technology has become an inseparable part of societal development, transforming how faculty teach and students learn. Educators are essential in deciding which pedagogical approach to implement to achieve learner-centred outcomes using digital tools. Teaching with technology requires content expertise, technological proficiency, and the ability to integrate both into pedagogy. The Higher Education Teacher Technological Pedagogical Content Knowledge (HE-TPACK) offers insights into educators' self-assessed knowledge, predicting their effectiveness in digital technology integration and self-efficacy.

Aim
To examine the self-assessed HE-TPACK knowledge of higher education academics, its relationship with demographic variables, and the instrument’s psychometric properties in Bahrain.

Methods
A quantitative, exploratory, non-experimental, cross-sectional observational research design was implemented, and data were collected online using HE-TPACK instrument. Seventeen higher education institutions in Bahrain were targeted. Data were analysed using IBM SPSS V.23 and SmartPLS V4.

Results
A total of 333 respondents from 16 institutions participated. Overall, high TPACK confidence was reported, with stronger confidence in the content knowledge domains. Statistically significant differences were found between demographic variables and HE-TPACK scores. Academics aged ≥51, those holding doctorates, and those who consistently used digital technologies in teaching demonstrated
higher technology integration and TPACK confidence compared to others. More experienced and full-time academics excelled in conventional teaching methods. Gender and teaching level had no significant impact on TPACK confidence. The HE- TPACK instrument was validated as reliable for use in Bahrain.

Practical Implications
This study, conducted for the first time in alignment with Bahrain’s national educational strategies, provides valuable insights for higher education stakeholders to plan for a digitally fluent workforce capable of integrating pedagogic innovation and digital technologies into teaching, ensuring all students benefit from a future-facing learning experience. This includes identifying policies and regulations, academic practices, support systems, staff recognition mechanisms, opportunities for training and professional development. The psychometric validation of HE-TPACK supports future research and advances digital competence in higher education.

Keywords: Technology, educational technology, TPACK, HE-TPACK, higher education, educators, self-efficacy.

Date of Award	29 Apr 2025
Original language	English
Awarding Institution	University of Portsmouth
Supervisor	Suzannah Helps (Supervisor), Ngianga Ii Kandala (Supervisor) & Ale Armellini (Supervisor)