Needs Analysis of Technological Pedagogical and Content Knowledge (TPACK) in Arabic Language Learning

Abstract

This study aims to identify the needs of Arabic language teachers in integrating the Technological Pedagogical and Content Knowledge (TPACK) framework into the teaching and learning process. Employing a Research and Development (R&D) approach with the Dick, Carey & Carey (1990) instructional design model, the study focuses on the initial stage, namely needs analysis, which is examined using the ADDIE framework in the Analysis phase. Data were collected through questionnaires and structured interviews distributed to Arabic language teachers across various educational levels. The findings indicate that teachers’ mastery of Content Knowledge (CK) and Pedagogical Knowledge (PK) falls within the good category, while Technological Knowledge (TK) and TPACK integration remain relatively low. Teachers expressed a high need for contextual, practice-based training, digital infrastructure support, and practical guidelines for implementing TPACK-based instruction that aligns with the characteristics of Arabic language learning. These findings lay critical groundwork for designing focused teacher training initiatives and enhancing the quality of Arabic language instruction in the digital age.