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


  • 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



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


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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How to Cite

Li, J., Zhao, A., Zhang, Y., & Cao , Y. (2024). Assessing Gender Differences in Technological Pedagogical Content Knowledge (TPACK) among EFL High School Teachers in Inner Mongolia. Environment-Behaviour Proceedings Journal, 9(27), 121–126.