DEVELOPING PRE-SERVICE TEACHERS’ TPACK COMPETENCE: A SYSTEMATIC REVIEW OF STUDIES FROM 2010 TO 2025 BASED ON THE SCOPUS DATABASE

This study presents a systematic review of research on the development of pre-service teachers’ Technological Pedagogical and Content Knowledge (TPACK) competence from 2010 to 2025. Drawing on 85 peer-reviewed articles indexed in SCOPUS, the study identifies key development models, intervention strategies, and influencing factors related to TPACK enhancement. The findings show that TPACK has evolved toward an AI-TPACK framework that integrates artificial intelligence (AI) literacy and 21st-century digital skills. Effective intervention models often emphasize experiential learning, microteaching practice, collaborative lesson design, and structured feedback from lecturers or experts, enabling pre-service teachers to reflect on their strengths, weaknesses, and professional growth. The development of TPACK is shaped by both individual factors (digital competence and self-efficacy) and contextual factors (instructor modeling and institutional support), while the gap between theoretical understanding and classroom application remains a persistent challenge. The study provides empirical evidence and strategic recommendations for incorporating AI-TPACK and performance-based assessments to enhance the quality of teacher education in the digital era.