Assessing Gender Differences in Technological Pedagogical Content Knowledge (TPACK) among EFL High School Teachers in Inner Mongolia

Jinyao Li; Aruna Zhao; Yu Zhang; Yuping Cao

doi:10.21834/e-bpj.v9i27.5648

Authors

Jinyao Li Faculty of Education, Languages, Psychology & Music, SEGi University, Malaysia
Aruna Zhao Baotou Teachers’ College, Inner Mongolia University of Science and Technology, China
Yu Zhang Faculty of Fashion Design, Jiangxi Institute of Fashion Technology, Nanchang, China
Yuping Cao Faculty of Teacher Education, Yuxi Normal University; Yuxi, Yunnan, China

DOI:

https://doi.org/10.21834/e-bpj.v9i27.5648

Keywords:

TPACK, Gender Differences, EFL High School Teachers, Inclusive Support

Abstract

This study examines gender differences in Technological Pedagogical Content Knowledge (TPACK) among 437 English as a Foreign Language (EFL) high school teachers in Inner Mongolia, China. Quantitative data revealed significant TPACK disparities between male and female teachers, with males exhibiting higher levels. The findings suggest that male teachers demonstrate greater confidence in integrating technology into their English classrooms. To address the TPACK gender gap, it is recommended that female EFL teachers receive specialized training through mentorship programs, online communities, and workshops. Policy changes are urged to create a collaborative, supportive, and inclusive digital environment for effective technology integration.

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