Male faculty report modestly higher self-perceived GenAI knowledge than female faculty in TK and TPK, with small effect sizes¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · recheck by 2031: baselines and conditions change

Subclaims¶

q2 i? One-way ANOVA showed statistically significant gender differences favoring male faculty for TK (F(1,123) = 4.80, p = .03, η² = .04) and TPK (F(1,123) = 4.81, p = .03, η² = .04), with TCK at the conventional threshold (F(1,123) = 3.85, p = .05, η² = .03); no significant differences for PK, CK, PCK, or overall TPACK. → Sutedjo A 2026

Evidence¶

Sutedjo A 2026¶

Sutedjo A, Chowdhury M and Liu SP (2026) Assessing faculty self-perceived knowledge in using generative AI to teach 21st-century skills. Front. Educ. 11:1913310. https://doi.org/10.3389/feduc.2026.1913310

q2 · i? · associational · r2

One-way ANOVAs by gender across the seven TPACK domains in the 127-faculty survey. Male faculty reported higher TK (M = 3.99 vs 3.46) and TPK (M = 2.92 vs 2.38); "Effect sizes for these differences were small."

"Statistically significant differences favoring male faculty were found for technological knowledge, F(1, 123) = 4.80, p = .03, η² = .04, and technological pedagogical knowledge, F(1, 123) = 4.81, p = .03, η² = .04"

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Teaching experience does not significantly enhance MTES AI-TPACK proficiency, though experienced MTES scored slightly higher on every variable — the general claim this finding bears on, with the studies behind it

• Girls show less confidence and interest in math and science from early adolescence, and a strong math/science self-concept predicts course choice and performance for both genders — the general claim this finding bears on, with the studies behind it

• Male students report significantly higher overall technological self-efficacy than female students (p = 0.001) — related
• Learning engagement, PsyCap, and commitment differ by gender, student-leader status, and grade level — related
• Gender is associated with small differences in GenAI use, literacy, and monitoring, while educational level shows no significant differences — related
• No statistically significant gender differences in perceived learning outcomes across any dimension among higher vocational students — related
• Gender disparities in CT education show a very small but statistically significant overall effect favoring males (g = 0.106) — related
• Faculty report high self-perceived knowledge in traditional TPACK domains but substantially lower self-perceived knowledge in technology-integrated GenAI domains — related
• Self-perceived TPACK-21 domain scores do not differ significantly by faculty age group or appointment type — related