Integrating TPACK in online pedagogies: effects on science postgraduate students’ competence

Abstract

The digital transformation of higher education has redefined pedagogical paradigms, particularly in postgraduate science programs, where disciplinary content demands adaptive, technology-enriched instructional frameworks. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, this study examines the impact of integrated online pedagogies on the development of competence in science postgraduate students. Using a thematic qualitative literature review design, which is guided by PRISMA 2020 reporting principles and employing a thematic synthesis of peer-reviewed literature, the research interrogates current scholarship on TPACK-based practices in virtual science education. The review elucidates four dominant themes: pedagogical design innovation, educator technological preparedness, learner engagement, and competence enhancement. Evidence suggests that strategic TPACK integration promotes conceptual understanding, research capabilities, and the application of scientific knowledge in an authentic process. Conversely, challenges such as digital inequity, insufficient professional development, and misalignment constrain effective implementation. The study contributes to digital pedagogy scholarship by advancing a synthesised perspective on how TPACK-informed online teaching mediates higher-order learning and supports evidence-based pedagogical reform. Implications are offered for educators, curriculum developers, and policymakers seeking to cultivate technologically competent, research-oriented science graduates through purposeful digital pedagogy.