HomeAbstract of 11th-aretlComplementing TPACK with a Sociocultural AI Literacy Lens to Analyze Faculty Professional Development Needs: A Secondary Analysis of TPACK-Coded Workshop Feedback

Complementing TPACK with a Sociocultural AI Literacy Lens to Analyze Faculty Professional Development Needs: A Secondary Analysis of TPACK-Coded Workshop Feedback

  • Jun 17, 2026
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Abstract Book of the 11th International Conference on Advanced Research in Education, Teaching and Learning

Year: 2026

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Complementing TPACK with a Sociocultural AI Literacy Lens to Analyze Faculty Professional Development Needs: A Secondary Analysis of TPACK-Coded Workshop Feedback

Wai Kei Wikie Chan, Hong Lam Andy, Wong; Lai Chuen Paul Lam

ABSTRACT:

The emergence of generative artificial intelligence (GenAI) has precipitated an unprecedented paradigm shift in the higher education landscape, necessitating a radical reappraisal of established pedagogical frameworks and faculty professional development strategies. While the Technological Pedagogical Content Knowledge (TPACK) framework has served as a foundational model for technology integration since its inception in 2006, its underlying assumptions often treat technology as a static, deterministic tool rather than a dynamic, agentic force. As artificial intelligence increasingly mimics human-like cognitive functions—including planning, reasoning, and content generation—the knowledge educators require to navigate these systems must transcend mere technical proficiency. This paper addresses the imperative for an evolved theoretical lens by integrating TPACK with the sociocultural AI literacy framework proposed by Tour, Pegrum, and Macdonald. Through a secondary qualitative analysis of feedback from 305 faculty members who participated in AI-focused seminars, the findings suggest that professional development should prioritise moving beyond policy awareness to concrete routines and scaffold iterative, multimodal co-creation. Practical implications include aligning TPACK-informed content scaffolds (TK/TPK/TCK) with TPM-HE practice routines (operation-al/contextual/critical/creative), enabling institutions to move beyond “what knowledge is needed” toward “what educators actually do with AI and how to strengthen it,” thereby advancing teachers’ digital competence and AI literacy.

Keywords: AI Literacy; Faculty Development; Generative AI; TPM Framework