Self-perceived TPACK-21 domain scores do not differ significantly by faculty age group or appointment type¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? One-way ANOVAs found no statistically significant differences across any TPACK domain by age group (all p > .05, η² ≤ .05) or by career type (all p > .05, η² ≤ .01). → 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

Age-group ANOVAs (Tables 5) and career-type ANOVAs (Table 6) in the 127-faculty survey; career-type effect sizes were "negligible to small (η² ≤ .01)". Equivalence was not tested; only non-significance reported.

"The analyses indicated no statistically significant differences across any of the TPACK domains (p > .05). Effect sizes were uniformly small (η² ≤ .05), suggesting minimal practical variation in technological, pedagogical, content, or integrated knowledge across age groups."

Discussion¶

Learner Variables¶

• Age and Developmental Stage — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Faculty report high self-perceived knowledge in traditional TPACK domains but substantially lower self-perceived knowledge in technology-integrated GenAI domains — related
• Gender, age and English proficiency show nuanced group differences in chatbot attitudes and concerns — related
• Perceived learning outcomes differ across grades only in the skill application dimension, with first-year students scoring significantly higher than second-year students — related
• Teaching experience does not significantly enhance MTES AI-TPACK proficiency, though experienced MTES scored slightly higher on every variable — related
• AI-TPACK component scores show no significant differences across MTES grades, while self-efficacy and teaching beliefs do differ — related
• Earlier and mid-career teachers report more positive AI perceptions than teachers with 21 or more years of experience, except in personal experiences — related
• Male faculty report modestly higher self-perceived GenAI knowledge than female faculty in TK and TPK, with small effect sizes — related