Junaidi Indrawadi, Al Rafni, Zaky Farid Luthfi, Suryanef, Maria Montessori, Fatmariza, Isnarmi Moeis
This study examines the differences in TPACK competencies between in-service and pre-service teacher education students in supporting active digital learning. Employing a quantitative cross – sectional approach with a survey design, data were collected from 720 respondents and analysed using descriptive statistics and an independent samples t-test. The t-test results revealed significant differences between in-service and pre-service PPG students in dimensions of Digital Pedagogy (t=-3.687, p<.001, d=-0.281), Pedagogical Knowledge (t=2.721, p=0.007, d=0.207), and Digital Socio-Ethics (t=-2.712, p=0.007, d=-0.206). These findings underscore the importance of structured professional development programmes to strengthen teachers TPACK competencies, thereby enabling them to meet the demands of 21st century learning, which is increasingly technology ori-ented and collaborative. © 2025, Adam Marszalek Publishing House. All rights reserved.
Universitas Negeri Padang, Indonesia
