International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12
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 Volume 12, Issue 3 (March 2025), Pages: 49-57

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 Original Research Paper

The impact of academic rank on teachers’ TPACK competence in art education

 Author(s): 

 Masoumeh Shiri 1, *, Karim Baigutov 1, Raissa Izmagambetova 1, Onal Abisheva 1, Yerzhan Ryssymbetov 2

 Affiliation(s):

 1Department of Art Education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
 2Department of Fine Arts, Akhmet Yassawi International Kazakh-Turkish University, Turkistan, Kazakhstan

 Full text

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 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0009-0004-0246-7517

 Digital Object Identifier (DOI)

 https://doi.org/10.21833/ijaas.2025.03.006

 Abstract

The Technological Pedagogical Content Knowledge (TPACK) framework plays a crucial role in art education, necessitating an in-depth examination of factors influencing its integration into teaching. Teachers’ competencies and their satisfaction with TPACK are key determinants of successful adoption. This study explores the relationship between teachers’ competencies, academic rank, and their acceptance or rejection of TPACK, which subsequently affects their satisfaction with the framework. A descriptive survey and self-assessment approach were employed, utilizing questionnaires and interviews with 123 art professors from various universities in Kazakhstan. The findings indicate that higher-ranked professors reported greater satisfaction with TPACK but demonstrated lower competencies in digital technologies and in creatively addressing hardware and software challenges. Instead, they primarily used TPACK to enhance their professional skills. Overall, the results highlight the significant influence of academic qualifications on the development and implementation of technology-based curricula in art education.

 © 2025 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 TPACK integration, Teacher competencies, Academic rank, Technology adoption, Art education

 Article history

 Received 17 October 2024, Received in revised form 7 February 2025, Accepted 19 February 2025

 Acknowledgment

No Acknowledgment.

 Compliance with ethical standards

 Ethical considerations

This study was conducted in accordance with ethical guidelines and approved by the Ethics Committee of Abai Kazakh National Pedagogical University (Approval Ref. No. 6, dated February 24, 2023). Informed consent was obtained from all participants prior to data collection. Participants’ privacy and confidentiality were ensured through data anonymization and secure information handling. The research complies with all applicable institutional, national, and international ethical standards.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Shiri M, Baigutov K, Izmagambetova R, Abisheva O, and Ryssymbetov Y (2025). The impact of academic rank on teachers’ TPACK competence in art education. International Journal of Advanced and Applied Sciences, 12(3): 49-57

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 Figures

 Fig. 1 Fig. 2

 Tables

 Table 1 Table 2 Table 3 

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