TPACK (Technological Pedagogical Content Knowledge)-Based Arabic Language Learning: A Systematic Review
Keywords:
TPACK, Arabic language learning;, technology integration, ystematic reviewAbstract
Technological Pedagogical Content Knowledge (TPACK) is widely used to describe how language teachers combine technology, pedagogy, and subject-matter expertise, yet the growing body of research applying this framework to Arabic language teaching had not been mapped systematically. This study conducted a systematic review following the PRISMA 2020 protocol to examine how TPACK has been researched and implemented in Arabic language teaching and learning. Records were retrieved through AI-assisted academic search tools and supplementary web searching, screened against explicit eligibility criteria, and synthesized narratively because the included designs were methodologically too heterogeneous for meta-analysis. Sixteen studies published between 2021 and 2026, most originating from Indonesian madrasah, pesantren, and university settings together with a smaller number from Malaysia, met the inclusion criteria. The review shows that teachers generally hold adequate content and pedagogical knowledge but weaker technological integration, particularly in assessment design, while structured TPACK training and technology-based media consistently raised teacher competence and learner outcomes. Geographic concentration and a scarcity of experimental designs stand out as priorities for future research.
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