Exploring C-TPACK (TPACK with Contextual Knowledge) in Asian Educational Perspectives: A Review Study

Abstract

The integration of Technological Pedagogical Content Knowledge (TPACK) into educational practices has gained significant attention, particularly in Asian contexts where cultural, institutional, and technological factors shape its application. This systematic literature review examines how TPACK and contextual knowledge (C-TPACK) interact within Asian educational settings, addressing gaps in understanding the region-specific adaptations and challenges. We focus on five key dimensions: TPACK scale development and validation, its application across subject areas, influencing factors, developmental strategies, and technological integration in education. By synthesizing existing research, we identify patterns and disparities in how TPACK frameworks are conceptualized, implemented, and evaluated across diverse Asian environments. The review reveals that while TPACK adoption aligns with global trends, localized contextual knowledge profoundly influences its effectiveness, often necessitating modifications to standard models. Methodologically, we employed a rigorous screening process to select relevant studies, ensuring a comprehensive analysis of theoretical and empirical contributions. Findings highlight the critical role of teacher training, institutional support, and cultural alignment in fostering TPACK competence, while also underscoring the need for more context-sensitive assessment tools. The study concludes by proposing directions for future research, emphasizing the importance of culturally grounded TPACK frameworks to better address the unique educational landscapes of Asia. This review contributes to the broader discourse on technology-enhanced teaching by offering insights into the interplay between universal TPACK principles and regional contextual dynamics