Overview of the TPACK Model in Digital Learning: A Bibliometric Analysis

Riyan Yuliyanto, Rizka Andriyati, Srimaryani Srimaryani


This bibliometric analysis provides an overview of the Technological Pedagogical Content Knowledge (TPACK) model of digital learning. The TPACK Model refers to integrating three types of knowledge: technological, pedagogical, and content knowledge, to effectively integrate technology in learning and teaching. Using a comprehensive search strategy, it identified 123 relevant articles from the Scopus database in fiscal years 2013 – 2022. The results reveal that articles and journals focused on learning and technology dominate in terms of citations. Furthermore, Scopus database publishing journals are dominated by Q1 rankings. Meanwhile, the UK became the country with the most significant articles. The results of the VOSviewer visualization revealed that seven clusters showed that digital learning requires technology, various good tools, and the development of educator proficiency levels. This study provide insights into TPACK research trends and patterns, which may inform future research direction and practice in a digital learning environment. Teachers can apply TPACK to digital learning well; it is crucial to be equipped with digital competencies first before he becomes professional educator through preservice training because TPACK is closely related to technological knowledge and pedagogy that will make teachers skilled and creative in applying learning with the help of digital technology.


TPACK; Digital Learning; Digital Technology; Bibliometric Analysis

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DOI: http://dx.doi.org/10.18415/ijmmu.v10i10.5084


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