Full Text (PDF)
Abstract
With the emergence of generative artificial intelligence (GenAI) in the field of education, the ability of the traditional Technological Pedagogical Content Knowledge (TPACK) framework to explain teacher competencies in the AI era has come under study. In this conceptual study, a new model aimed at explaining teacher competencies in the AI era has been proposed. The proposed Extended GenAI-TPACK framework draws its fundamental theoretical foundation from Demir’s model, which positions technology and theoretical framework as two inseparable facets in technology integration programs; it adapts this model to the AI era by transforming it into a tripartite core (Technology + Theoretical Framework + AI Agency). The proposed framework includes five new knowledge domains surrounding this tripartite core (Critical Evaluation, Prompt Engineering, Human-AI Role Sharing, Ethics and Social Judgment, Student-AI Interaction Management) and a Phronesis axis that anchors the entire system within the classroom context. Additionally, Hughes’ three-level technology integration model has been reframed through the Co-Agency axis to create a six-cell application matrix. The framework was developed to address the structural limitations of classical TPACK in the GenAI context and offers educational technology literature a conceptual tool that is both theoretical and operationally applicable.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
PEDAGOGICAL RES, Volume 11, Issue 3, July 2026, Article No: em0268
https://doi.org/10.29333/pr/18714
Publication date: 01 Jul 2026
Online publication date: 04 Jun 2026
Article Views: 11
Article Downloads: 9
Open Access References How to cite this article