Teachers’ perceptions of ChatGPT support across TPACK domains: A cross-sectional survey in UAE schools

Source abstract

The purpose of this study is to examine teachers’ perceptions of ChatGPT support for instructional practices from the technological pedagogical content knowledge (TPACK) framework perspective. A quantitative cross-sectional survey design was employed, with data collected from 109 in-service teachers in the United Arab Emirates using a structured questionnaire measuring seven TPACK knowledge domains. Descriptive and inferential statistical analyses were employed to examine teachers’ perceptions of ChatGPT support across the TPACK domains and differences associated with demographic variables. The results indicate that teachers perceived ChatGPT as providing positive support across all TPACK domains. Content knowledge (CK) received the highest score, particularly for curriculum development, lesson planning, and instructional content preparation, whereas technological knowledge (TK) received the lowest score. A Wilcoxon signed-rank test indicated a statistically significant difference between perceived ChatGPT support for CK and TK. No statistically significant differences were found in teachers’ perceptions of gender, teaching experience, or academic qualification. The findings suggest that ChatGPT is perceived as a useful instructional support tool across TPACK-related practices, while effective and responsible use requires stronger artificial intelligence (AI) literacy and technological competence. The study recommends professional development focusing on prompt design, critical evaluation of AI-generated content, bias awareness, privacy protection, and ethical AI use.