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EXPLORING EFL TEACHERS’ TPACK IMPLEMENTATION 
IN RURAL INDONESIA: INSIGHTS FROM CENTRAL 

KALIMANTAN 
 

Dellis Pratika1*, Emeral 2, Novika Amalia3, Tampung Nias Saman4, Julianthi Zefana Silitonga5 & 
Misericordias Domini6 

1,2,3,4,5&6 Universitas Palangka Raya, Palangka Raya, Indonesia 
 

dellispratika@fkip.upr.ac.id 
 

ABSTRACT 

This study investigates Indonesian EFL teachers’ perceptions and implementation of 
Technological Pedagogical Content Knowledge (TPACK) in rural Central Kalimantan. Using 
a qualitative design with semi-structured interviews, it explores how teachers integrate 
content, pedagogy, and technology in their classroom practices. The findings show that 
teachers demonstrate strong confidence in content and technological knowledge, adapting 
instruction to students’ needs and displaying positive attitudes toward technology 
integration. However, challenges persist in pedagogical domains, particularly in fostering 
collaboration, and are compounded by infrastructural limitations, digital inequities, and 
restrictive institutional policies. This study highlights rural teachers’ adaptive strategies 
under constrained conditions, expanding TPACK beyond urban settings. The implications 
call for teacher training that emphasizes pedagogically grounded and context-sensitive 
approaches, and for policies that strengthen rural digital infrastructure and promote 
equitable access. Future research should broaden the extent to a broader rural context, 
include learner perspectives, and examine teachers’ sustainable TPACK development. 

Keywords: EFL Teachers, Rural Education, Technology Integration, TPACK 

 

INTRODUCTION 

In the digital age, the role of teachers has evolved significantly, requiring not only 
subject matter expertise and pedagogical competence but also the ability to integrate 
technology meaningfully into instructional design and classroom practices. The 
Technological Pedagogical Content Knowledge (TPACK) framework by Koehler and Mishra 
(2009) offers a comprehensive model that encapsulates the essential skills required by 21st-
century teachers. The framework emphasizes the intersection of technological knowledge 

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(TK), pedagogical knowledge (PK), and content knowledge (CK), highlighting the importance 
of their integration for effective teaching in modern classrooms.  

  
Figure 1. The TPACK framework by Koehler & Mishra (2009, p.63) 

 
The Technological Pedagogical Content Knowledge (TPACK) framework consists of 

seven interconnected domains: Content Knowledge (CK), Pedagogical Knowledge (PK), 
Pedagogical Content Knowledge (PCK), Technological Knowledge (TK), Technological 
Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological 
Pedagogical Content Knowledge (TPACK). It has been widely used to examine how teachers 
conceptualize integrating pedagogy, content, and technology in language instruction. 
Research in Vietnam found that high school English teachers rated themselves highly in 
Technological Knowledge and Pedagogical Content Knowledge but only slightly above 
average in Technological Pedagogical Knowledge, Technological Content Knowledge, 
Content Knowledge, and Technological Pedagogical Content Knowledge, with no significant 
gender differences, likely due to variations in teaching levels and technology needs (Loi, 
2021). Supporting this, Tran, Pham, and Dinh (2023) reported that Vietnamese teachers 
generally expressed positive attitudes toward using technology in education, reinforcing the 
importance of technology as a core component of effective language teaching. 

Research in Iran provides valuable insights into EFL teachers’ TPACK development and 
its predictors. Fathi and Yousefifard (2019), surveying 148 intermediate students, found that 
teachers performed well in Technological Knowledge, Pedagogical Knowledge, Content 
Knowledge, and Pedagogical Content Knowledge but struggled with Technological Content 
Knowledge, Technological Pedagogical Knowledge, and Technological Pedagogical Content 
Knowledge. Similarly, Nazari, Nafissi, Estaji, and Marandi (2019) showed that experienced 
teachers scored higher in Pedagogical Knowledge and Pedagogical Content Knowledge, 
while novice teachers, as digital natives, outperformed in technology-related domains. 
However, their Pedagogical Content Knowledge was weaker due to limited teaching 
experience. Complementing these findings, Raygan and Moradkhani (2022) revealed that 

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teachers’ positive attitudes toward technology strongly predicted successful integration, 
with school climate playing a role in shaping those attitudes, and concluded that technology 
literacy and teacher attitudes are key to strengthening TPACK and fostering effective 
classroom technology use. 

In the Indonesian context, Drajati Tan, Haryati, Rochsantiningsih, and Zainnuri (2018) 
reported that teachers with 7–10 years of experience mainly relied on simple tools like 
PowerPoint and videos, while novice teachers with 1–3 years of experience were more 
adventurous in using diverse technologies. Building on this, Aniq and Drajati (2019) found 
that 20 Indonesian EFL teachers rated their Content Knowledge, Pedagogical Knowledge, 
and Pedagogical Content Knowledge higher than other domains. Later, a large-scale survey 
of 573 in-service teachers across Jambi, Palembang, and Yogyakarta showed that 
Pedagogical Knowledge was perceived as their strongest domain and Technological 
Knowledge as the weakest, with significant gender-based differences in CK, PK, PCK, and 
TPACK, and age-related differences in TK, TPK, TCK, and TPACK (Prasojo, Habibi, Mukminin, 
& Yaakob, 2020). 

Studies on Indonesian EFL teachers’ use of the TPACK framework reveal both progress 
and challenges in integrating technology into language teaching. Darsih, Suherdi, and Safrina 
(2021) showed that Lesson Study cycles significantly improved lecturers’ confidence, 
classroom management, and ability to integrate digital tools, leading to stronger overall 
TPACK. Similarly, Surayya, Asrobi, and Farizi (2021)found that while most teachers 
expressed moderate willingness to learn and apply TPACK in virtual learning environments, 
this willingness did not consistently translate into practice due to limited self-efficacy, 
resource constraints, and the abrupt shift to online teaching. Complementing this, 
Tyarakanita, Nurkamto, and Drajati (2021) reported that participation in a WhatsApp-based 
Online Community of Practice provided valuable training and peer support but resulted in 
only partial TPACK growth, with teachers reaching the adapting or accepting levels rather 
than more advanced integration. Bringing these findings together, Anwar, Yuliasri, Faridi, 
Pratama, and Hartono (2024) highlight that purposeful and systematic embedding of TPACK 
in TEFL can foster meaningful and effective English learning by promoting 21st-century 
skills, student-centered methods, and effective use of digital tools, making instruction more 
relevant and impactful in the Indonesian context. 

Researchers in Indonesia have explored how EFL teachers’ self-efficacy and 
perceptions of the TPACK framework influence teaching performance. Putry, Astuti, and 
Sakhiyya (2022) found that teachers with higher self-efficacy were more effective in 
applying TPACK by integrating tools like Zoom, WhatsApp, and Canva, though limited 
resources sometimes hindered success. Similarly, Lita, Puspitaloka, and Ambarwati (2023) 
showed that secondary teachers viewed TPACK, encompassing TK, PK, and CK, as essential 
for student-centered learning in the 4.0 era, despite challenges with adapting to new tools, 
infrastructure, and student limitations, which they addressed through collaboration and 
resource sharing. Extending this, Novita, Purwati, and Anam (2022) revealed that while 
many teachers demonstrated strong pedagogical and technological knowledge, sociocultural 
integration was minimal, with both teachers and students citing digital tools such as 
YouTube, quizzes, and project-based learning as effective but constrained by low proficiency, 

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limited cultural exposure, and weak institutional support. Supporting evidence also points 
to YouTube and Canva as the most frequently used applications in EFL teaching (Bannus & 
Emeral, 2025; Ilyas, Syarif, & Refnaldi, 2023). 

While the studies mentioned above focus on urban teachers’ TPACK, the studies 
highlighting the TPACK implementation in rural schools in Indonesia are lacking. Data from 
Central Java and Bengkulu show that rural teachers are stronger in content and pedagogy 
but weaker in technology use, facing barriers such as poor internet, limited facilities, minimal 
training, restrictive policies, and low confidence among older teachers (Aryati, 2021; 
Sumarwati, Suryanto, Ulya, and Hartati, 2024). In contrast, urban teachers demonstrate 
higher TPACK levels, effectively using diverse digital tools like Zoom, WhatsApp, Google 
Classroom, and YouTube during the COVID-19 pandemic (Aryati, 2021). These findings 
underscore persistent disparities and the need for targeted interventions to promote 
equitable technology integration, particularly in rural schools. 

Comparative research shows a clear gap between Indonesian EFL teachers’ TPACK 
development and that of teachers in countries like Vietnam and Iran, where technological 
knowledge and positive attitudes toward technology are stronger, with novice Iranian 
teachers even outperforming experienced ones in tech-related domains (Loi, 2021; Nazari et 
al., 2019; Raygan & Moradkhani, 2022). In contrast, Indonesian teachers generally excel in 
pedagogy and content but lag in technology use, often relying on basic tools like PowerPoint 
(Drajati et al., 2018; Prasojo et al., 2020). Although initiatives such as Lesson Study and 
online communities have improved confidence and integration, progress is uneven, with 
many teachers remaining at lower TPACK levels (Darsih et al., 2021; Tyarakanita et al., 
2021). Moreover, most studies focus on urban areas, leaving rural teachers’ challenges and 
lived experiences underexplored, highlighting the need for more context-sensitive research. 

This study, guided by the TPACK framework proposed by Koehler and Mishra (2009), 
aims to investigate how English teachers in rural areas of Central Kalimantan perceive and 
implement TPACK in their teaching practice. By assessing the application of TPACK, the 
study seeks to provide new insights and a more comprehensive understanding of the real 
challenges faced by teachers in these rural contexts. In particular, it explores the strategies 
teachers employ to integrate technological, pedagogical, and content knowledge into the 
classroom, while also examining the factors that influence both their perceptions and actual 
use of TPACK in real teaching scenarios. Accordingly, the research is designed to address two 
key questions: how Indonesian EFL teachers in rural areas of Central Kalimantan perceive 
their TPACK, and how they implement it in their teaching practice. 

METHODS 

Design 

This study employed a qualitative research design to explore how EFL teachers 
perceive and implement TPACK in their teaching practice. Focusing on a purposefully 
selected group of English teachers, the study aims to capture detailed and contextualized 
insights into how TPACK is applied in real classroom settings, especially in rural areas.  

Participants 

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The technique used in this study is purposive sampling, in which researchers 
intentionally select participants who can provide the most relevant and in-depth information 
for the study's objectives (Creswell & Guetterman, 2018; Lodico, Spaulding, & Voegtle, 2010). 
This study's purposive sampling will target four English teachers in Katingan Regency, 
Central Kalimantan, who possess the specific experience and insights needed to address the 
research questions. This approach ensures that the data collected are rich, contextually 
relevant, and aligned with the study’s goals, rather than aiming for broad statistical 
generalization. 

Instrumentation 

This study collected the data using a semi-structured interview guide designed based 
on the TPACK framework by Koehler and Mishra (2009). Two English language education 
experts reviewed the interview guide to ensure its validity. Furthermore, an interview 
protocol was used to maintain consistency across all participants while allowing flexibility 
for follow-up questions to gain deeper insights. Each teacher was given 45 minutes for the 
interview. 

The interview questions were developed using the TPACK framework of Koehler and 
Mishra (2009) and adapted from Nazari et al. (2019) to ensure coverage of TPACK domains. 
For example, questions included: “What kinds of technology tools do you typically use in 
your teaching?” (Technological Knowledge), “How do you ensure the English content you 
deliver is accurate and appropriate??” (Pedagogical Knowledge), and “Can you give an 
example of how you use your knowledge of English, teaching, and technology together when 
planning lessons?” (TPACK). 

Data Collection and Analysis 

The interview data were analyzed using thematic analysis (Braun & Clarke, 2006; 
Maguire & Delahunt, 2017). A six-phase thematic analysis approach was employed to 
analyze the interview data. All interview recordings were transcribed verbatim, reviewed 
for familiarization, and coded using the TPACK domains to capture key perceptions and 
practices. The codes were then grouped into broader themes, which were refined to ensure 
consistency with the research objectives. These themes were clearly defined and named, and 
the findings were presented with detailed descriptions and illustrative quotes. To enhance 
the trustworthiness of the analysis, peer debriefing was conducted with a fellow researcher, 
and member checking was applied by sharing summaries of the interpretations with 
participants for confirmation and feedback. To ensure reliability, intercoder agreement was 
used. Two independent coders reviewed and categorized the interview transcripts, and 
discrepancies were discussed until consensus was reached.  
  

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RESULTS 

Indonesian EFL Teachers’ Perceptions of Their TPACK 

This section presents the findings on Indonesian EFL teachers' perceptions of their 
TPACK and interprets these results in relation to existing literature. The data reveal how 
teachers integrate technology with pedagogy and content knowledge in the EFL context, 
highlighting both strengths and areas for development. Through examining teachers' self-
reported confidence in applying TPACK, this discussion provides insights into the current 
state of technology integration in Indonesian EFL classrooms.  

Content Knowledge 

The findings reveal that teachers demonstrate strong confidence in their content 
knowledge (CK), particularly in understanding students' needs and linking lessons to 
relevant, everyday contexts. It is evident in practices where teachers assess learners' prior 
knowledge and connect new material to familiar activities, ensuring lessons are accessible 
and meaningful. Such strategies reflect a learner-centered approach that values engagement 
and relevance. At the same time, teachers show adaptability by adjusting instruction 
according to context, as illustrated by differences in teaching practices between urban and 
rural settings where skill levels, resources, and conditions vary significantly. In urban 
schools, lessons are closely aligned with the syllabus and higher student competencies, 
whereas in rural areas, teachers modify approaches to accommodate learners' abilities and 
local realities. These insights underscore that effective teaching requires strong CK and 
pedagogical sensitivity, contextual awareness, and flexibility to ensure equitable and 
impactful learning experiences across diverse environments. For instance, one teacher 
described their strategy: 

Excerpt 1: 

"I understand their basics first, so I ask the children, 'Have you ever learned this?' Like 
that, so I give appreciation first. I ask, 'Have you ever heard of this before?' Later, we will 
automatically relate it to the material, so we relate the material to things that are more 
like their daily activities. From there, I can capture, 'Oh, it feels easier for children if it's 
like this,' or 'Oh, it feels like children like this material more,' but it must be because the 
teacher's demands must cover all the material." 

Contextual adaptation also plays a critical role, as one teacher explained how they 
adjust materials depending on the students’ abilities and location. 

Excerpt 2: 

"When I teach in the city, maybe the skills are good, I will adjust the material, focusing on 
the syllabus, so that's what I teach, and I adjust it to my students' abilities. Different when 
I teach here in the village of Katingan Regency, of course, the skills are a little less than 
those in Palangka Raya, so I adjust to the situation and conditions with the school itself." 

  

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Technological Knowledge 

Regarding Technological Knowledge, the findings indicate that teachers possess strong 
technological knowledge, which is reflected in their confidence and positive attitudes toward 
integrating digital tools into EFL instruction. Their frequent use of applications such as 
YouTube, TikTok, Canva, KineMaster, CapCut, Wordwall, and Quizizz demonstrates 
creativity and readiness to embed technology into classroom practices. Teachers use these 
tools to deliver content and engage students in producing digital outputs, such as videos, 
fostering interactive and participatory learning. This technology integration aligns with 
current EFL teaching trends, underscoring teachers' adaptability and commitment to 
enhancing instruction through diverse digital resources.  

Excerpt 3: 

Participant 1 shared various teaching tools: "Yes, YouTube is the most favorite, besides 
YouTube, usually TikTok, but sometimes TikTok is just for refreshing with the children 
because sometimes they can open up something else." 

"Canva and KineMaster." 

"I used to ask the students to make a video using CapCut. Yes. From the CapCut, then they 
presented it." 

Excerpt 4: 

Participant 4 mentioned three tools: "I usually use Canva for making posters and 
Wordwall, Quizizz for media." 

On another note, teachers expressed positive attitudes toward technology integration, 
recognizing its benefits for teaching and student learning. They see technology as a valuable 
tool that enhances classroom engagement and supports more dynamic instructional 
approaches. Participant 1 stated, 

Excerpt 5: 

"It's very useful and also makes it easier for the students. It's very, very easy for them. 
That's why we should not be left behind in technological developments. I initially didn't 
know about it, but I even learned about it because of my students. So, I learned from the 
students." 

Pedagogical Knowledge 

Regarding Pedagogical Knowledge, the findings reveal challenges and strengths in 
teachers' pedagogical approaches. While group work is intended to promote collaboration, 
one teacher noted difficulties with unequal participation, as dominant students often 
overshadow their peers, limiting the effectiveness of cooperative learning. At the same time, 
teachers emphasized the benefits of Project-based Learning (PjBL) and blended learning, 
highlighting how these methods engage students through hands-on projects and the 
integration of digital resources. Such approaches make learning more interactive and 

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meaningful and align with contemporary educational practices prioritizing active student 
involvement and practical application of knowledge. 

Excerpt 6: 

"... because the projects are in groups, they are rarely independent, well, it's a group. Well, 
there are more who don't work than work because the ones who stand out dominate." 

Excerpt 7: 

"I think the most effective method is using Project-based learning, meaning that they 
practice directly and are given a project that they can dive into directly, and of course, it 
is more interesting for students." 

The Implementation of TPACK by Indonesian EFL Teachers in Rural Areas  

The findings from this study reveal a complex and multi-dimensional understanding of 
Indonesian EFL teachers’ implementation of TPACK. The responses indicate that teachers 
have varying degrees of confidence and competence across the multiple facets of TPACK, 
shaped by their pedagogical content knowledge, technological skills, and contextual factors. 

The teachers in this study varied in age and teaching experience. Their backgrounds 
ranged from early-career educators to those with over a decade of teaching experience, 
reflecting a diverse group regarding professional tenure and life stages. The teachers' 
responses reveal a range of ages and teaching experiences, which may influence their 
perspectives and practices in the classroom. This diversity reflects a mix of seasoned 
educators and relatively newer teachers within the sample. 

TPACK Integration 

The findings highlight that teachers benefit from institutional support, with resources 
such as WiFi, projectors, and laptops facilitating technology integration and ensuring smooth 
instructional delivery. Beyond infrastructure, teachers deliberately review and select 
teaching materials to ensure relevance, appropriateness, and alignment with the syllabus, 
demonstrating a strong commitment to curriculum-based instruction. They also adapt 
strategies to match specific content and objectives, such as employing Project-based 
Learning for procedure texts, enhancing engagement and effectiveness. Furthermore, 
teachers recognize students' strengths as digital natives, leveraging their technological 
proficiency to enrich learning with interactive multimedia tools. These insights illustrate 
how resource access, careful material selection, and responsive instructional strategies 
converge to create supportive and engaging learning environments. 

Teachers acknowledged the availability of various institutional resources that facilitate 
technology integration in their teaching. Access to WiFi, projectors, laptops, and computers 
plays a significant role in supporting instructional activities. 

Excerpt 8: 

"The school has several WiFi points, so we can use them. The school WiFi has been very 
helpful. There are projectors, sometimes laptops. There are three school laptops here that 

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can be used. If we need it, for example, when the teacher forgets to bring a laptop or the 
student needs it, we can borrow it. So, the school is very supportive." 
Teachers emphasized the importance of assessing teaching materials before 

implementation to ensure their relevance and appropriateness for the students. This process 
involves reviewing content and considering suitable instructional strategies.  

Excerpt 9: 

"For example, folklore, in the second semester, there are Fractured Stories, folktales that 
are modified again from other viewpoints. Well, I see them first on YouTube, what the 
videos of the folktale look like." She added, "For expository text, (I) look for material first 
and strategies that can be used." 

Teachers emphasized the importance of adhering to the syllabus when planning and 
delivering lessons to ensure alignment with curriculum objectives. This approach guides 
their selection of materials and instructional strategies.  

Excerpt 10: 

"When making a lesson plan, I usually choose first, for example, the material that is in 
accordance with the lesson plan, which is seen first." 

Teachers emphasized the importance of selecting teaching strategies aligned with the 
specific content and learning objectives. Tailoring instructional methods to the material 
enhances student engagement and learning effectiveness.  

Excerpt 11: 

"I'll just adjust it, for example, this material suits this. Like I said earlier, the procedure 
text material was suitable for the Project-based learning method." 

Teachers highlighted the importance of selecting and utilizing engaging and 
appropriate technology for their students' learning needs. They acknowledged students' 
capabilities as digital natives and the value of interactive multimedia tools in language 
instruction.  

Excerpt 12: 

"As for technology, there is almost none because today's students are technology literate, 
so sometimes they are smarter than us. If I make something on Canva, it can take a long 
time; half an hour is not necessarily finished. If it's the students, I give them half an hour, 
and they can finish it in 10 minutes." 

Challenges 

The findings reveal that while technology integration is supported, disparities in access 
remain challenging, particularly in rural contexts where some students lack devices or digital 
familiarity. Teachers recognize the need to provide additional support for these learners, 
acknowledging that not all students are equally up to date with technology. Moreover, 
schools impose restrictions on cell phone use due to past misuse, allowing limited exceptions 

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such as for students living far away or during web-based exams, where secure applications 
prevent cheating. These practices illustrate the balance teachers and schools must maintain 
between leveraging technology for learning and managing equitable access and responsible 
use among students.  

Excerpt 13: 

"Okay, back again, I teach in a rural district, so maybe one or two students are a bit 
clueless about technology. So, we have to pay more attention to them. Because we can't 
judge whether students are able, students are up to date. Because of our condition in the 
village, some students may be less updated on technology. Some don't have cell phones." 

Teachers described restrictions on cell phone use in schools due to previous violations, 
with limited exceptions to support students who live far from school.  

Excerpt 14: 

"Actually, it used to be allowed, but over time, there were violations and others, so now 
they are not allowed to bring cellphones except for those whose homes are far away, more 
than an hour from school. They can bring cellphones collected from the homeroom 
teacher's desk. So, if, for example, they use cellphones for end-of-semester exam 
assignments, we use a web-based exam browser that they can't cheat on, so when they 
take the exam, they are allowed to bring cell phones, no longer manually using paper. 
Alhamdulillah, they are familiar with various applications on cell phones." 

DISCUSSION 

Indonesian EFL Teachers’ Perceptions of Their TPACK 

This discussion examines Indonesian EFL teachers’ perceptions of TPACK, focusing on 
their knowledge and skills in content (CK), technology (TK), and pedagogy (PK). It explores 
how teachers understand subject matter, integrate digital tools, and apply teaching 
strategies to support student learning. These insights provide a clearer picture of how 
teachers conceptualize and apply TPACK in classroom practices. 

Teachers’ Content Knowledge (CK) Perception 

The interview results suggest that Indonesian EFL teachers in Katingan Regency are 

strongly confident in their CK, particularly in three main areas: the four language skills, need 

analysis, and vocabulary and grammar. Teachers reported being able to assess students' 

prior knowledge and conduct a needs analysis to adapt lessons according to learners' goals 

and proficiency levels. Furthermore, teachers integrate the four language skills, such as 

listening, speaking, reading, and writing, into their lessons to create more meaningful and 

relevant learning experiences. This result aligns with previous studies showing that 

Indonesian teachers often rated their CK higher than other domains of TPACK (Drajati et al., 

2018; Aniq & Drajati, 2019). These practices indicate a learner-centered approach and 

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highlight the critical role of CK within the TPACK framework in supporting students' diverse 

learning needs. 

 

 

 

 

 

 

 

Figure 2. Teachers’ content knowledge perception 

Teachers’ Technological Knowledge (TK) Perception  

Teachers show a strong and diverse use of digital tools, reflecting their confidence and 

engagement with educational technology across three key aspects: frequency of 

technological use, attitudes toward technological development, and technological tools and 

apps used. Teachers frequently integrate platforms such as Quizizz and Wordwall to create 

interactive games and exercises, fostering student participation and enabling formative 

assessment. Confirming findings from previous studies (Bannus & Emeral, 2025; Norahmi et 

al., 2024; Ilyas et al., 2023), Canva is widely used for creative tasks like poster-making, while 
YouTube serves as a primary resource for instructional videos and motivational materials. 

Moreover, tools like CapCut and KineMaster are employed for student-created videos, 

promoting multimedia production and enhancing students' digital literacy alongside 

language learning. Interestingly, TikTok is occasionally mentioned to refresh students and 

create a relaxed classroom atmosphere, demonstrating teachers' sensitivity to student 

engagement and well-being. Teachers also view technology as a means for professional 

development, showing openness and adaptability by learning from students and exploring 

innovative teaching strategies. This positive attitude toward technological development 

supports successful TPACK integration and encourages teachers to improve their practices 

continuously. 

 

 

 

 

 

 

Content 
Knowledge

Four Skills
Needs 

Analysis

Vocabulary 
and 

Grammar

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Figure 3. Teachers’ technological knowledge perception  

Teachers’ Pedagogical Knowledge (PK) Perception 

Teachers reveal key aspects of their Pedagogical Knowledge (PK), particularly 

concerning teaching methods, student motivation, time management, individual and 

collaborative learning, and attitudes toward teaching. Teachers reported challenges in 

ensuring active and equitable participation during pair and group work, suggesting the need 

for clearer roles and structured strategies to promote genuine collaboration among students. 

These findings are consistent with previous studies highlighting variations in pedagogical 
competence among teachers with different levels of experience (Fathi & Yousefifard, 2019; 

Nazari et al., 2019). Additionally, teachers prioritize interactive and varied activities to 

capture students’ interest and build motivation before progressing to more complex content, 

emphasize effective time management, and provide less homework to avoid overwhelming 

students. These practices reflect a student-centered pedagogy that integrates diverse 

teaching strategies and supports active participation. 

 

 

 

 

 

Figure 4. Teachers’ pedagogical knowledge perception  

The Implementation of TPACK by Indonesian EFL Teachers in Rural Areas 

This section explores the implementation of TPACK by Indonesian EFL teachers in 

rural areas, particularly in Katingan Regency, Central Kalimantan, focusing on how they 

integrate technology, pedagogy, and content in English teaching. While teachers strive to 

enhance learning through TPACK-based practices, they face challenges such as limited digital 

Pedagogical 
Knowledge

Individual 
Learning

Less 
Homework

Motivation
Teachers' 
Attitude in 
Teaching

Teaching 
Methods

Time 
Management

Working in 
Pairs

Technological 
Knowledge

Frequency of 
Technological Use

Teachers' Attitude 
Towards 

Technological 
Development

Technological 
Tools and Apps 

Used by Teachers

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infrastructure, insufficient training, and varying student proficiency levels. These insights 

highlight the need for greater support to strengthen TPACK integration in rural classrooms. 

TPACK Integration 

The integration of TPACK in teaching is reflected through several key practices. 

Teachers emphasize the importance of adhering to the syllabus and carefully assessing 

teaching materials before use to maintain consistency and quality. Institutional support in 

providing adequate facilities and internet access is crucial for effective technology 

integration (Bannus & Emeral, 2025). In the classroom, teachers employ relevant teaching 

strategies, such as project-based and blended learning, to foster student engagement and 

meaningful learning. At the same time, they utilize appropriate technologies that align with 

students’ needs and digital proficiency, ensuring that instruction remains student-centered 

and pedagogically sound. 

 
 

 

 

 

 

 

 

 
Figure 5. TPACK integration 

Challenges 

The findings highlight that Indonesian EFL teachers in rural areas face persistent 

challenges related to the digital divide and restrictive school policies. Limited access to 

devices, unstable internet connections, and unequal resource distribution hinder students' 

opportunities for effective digital learning, requiring teachers to provide additional support 

to ensure equity. It aligns with Putry et al. (2022), who found that insufficient technological 

tools constrained effective TPACK implementation despite teachers’ high confidence levels. 

At the same time, strict phone use policies, though intended to prevent misuse and maintain 

academic integrity, often restrict students’ engagement with mobile-based learning tools. As 

Lita et al. (2023) similarly note, while teachers value the role of TPACK in the digital era, 
infrastructural constraints, resource gaps, and institutional regulations remain significant 

barriers to its optimal integration. 

 

 

TPACK

Adhering to 
Syllabus

Assessing 
Teaching 
Materials 

Before Use

Institutional 
Supports

Using Relevant 
Teaching 
Strategy

Using 
Relevant 

Technology

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Figure 6. Challenges in TPACK integration 

Implications for Teacher Training, Rural Education Policy, and Digital Equity 

Teacher Training 

Teacher training should go beyond content knowledge (CK) to strengthen pedagogical 
(PK) and technological knowledge (TK) within the TPACK framework. While teachers show 
confidence in digital tools, challenges in collaboration, time management, and equitable 
participation highlight the need for professional development that emphasizes structured 
group work, project-based and blended learning, and the pedagogical use of technology, in 
line with the Effective Teacher Professional Development framework which stresses that 
lasting improvement requires clear goals, strategies, and sustained practice (Sims, Fletcher-
Wood, O’mara-Eves, Cottingham, Stansfield, Goodrich, Herwegen, and Anders, 2022). 
Training must also be context-sensitive, as highlighted by Brianza, Schmid, Tondeur, and 
Petko (2022), equipping rural teachers to adapt strategies to infrastructural constraints, 
diverse learners, and local policies. Continuous, practice-oriented programs that integrate 
these elements can foster more equitable and meaningful TPACK implementation. 

Rural Education Policy 

The rural education policies should address contextual disparities in digital access and 
instructional conditions. Teachers in rural districts often adapt materials and methods to 
accommodate students with lower proficiency levels and limited exposure to technology. 
However, they remain constrained by infrastructural gaps and restrictive school policies. 
This call is reinforced by recent research in rural Indonesian settings of English teachers in 
rural junior high schools in Tanjung Jabung Timur, which revealed that scarce technological 
resources and reliance on self-directed learning inhibit teachers’ capacity to deliver digital-
rich instruction (Saputri & Sukarno, 2024). Policies should prioritize expanding digital 
infrastructure, such as stable internet connectivity, adequate devices, and reliable electricity, 
while supporting localized curriculum adaptation that respects rural learners’ contexts. 
Furthermore, policy frameworks should encourage flexibility in classroom technology use, 
enabling rural schools to benefit from digital learning without overly restrictive practices 
that hinder innovation and equitable participation. 
  

Challenges

Digital 
Divide

Phone Use 
Restriction

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Digital Equity 

Persistent digital inequity is clearly seen as students in rural areas often face barriers 
such as limited device ownership, unstable internet access, and restrictions on mobile phone 
use. While teachers creatively integrate digital tools, these inequities limit students’ 
opportunities to engage in technology-enhanced learning fully. To address this, digital equity 
initiatives must ensure fair distribution of resources and provide accessible technological 
solutions tailored to rural communities. Schools should balance the need for responsible 
technology policies with enabling access for learning, for example, by offering supervised 
digital platforms and loaner devices. Promoting digital literacy for teachers and students is 
equally critical, ensuring all learners can benefit from TPACK-based instruction and 
participate meaningfully in the digital learning landscape. Empirical backing for this 
approach appears in a recent study of remote and underserved areas, where Muslimin and 
Indrawati (2024)found that integrating flexible hybrid learning models, strategic 
infrastructure support, and capacity building for teachers and students can significantly 
reduce digital exclusion and advance educational equity in remote regions. 

CONCLUSION 

This study offers an original contribution by foregrounding rural EFL teachers’ TPACK 
practices in Central Kalimantan, a context that remains underrepresented in the literature. 
The findings show that while teachers display strong content knowledge and technological 
confidence, their pedagogical practices are constrained by infrastructural limitations, digital 
inequities, and restrictive policies. These insights underline the need for teacher training 
programs that move beyond tool familiarization to emphasize the design of structured 
collaborative tasks, strategies for managing diverse proficiency levels, and adaptive use of 
digital resources under rural constraints. Continuous, practice-oriented professional 
development should also embed contextual knowledge, enabling teachers to balance 
innovation with local realities. For policymakers, priority should be given to expanding rural 
internet access, ensuring reliable electricity, providing affordable or shared devices, and 
revising restrictive mobile phone policies to allow supervised, purposeful technology use in 
classrooms. Incentives for schools to develop localized digital literacy programs could 
further strengthen equitable participation. Future research should extend to broader rural 
contexts, include student perspectives to capture the impact on learning outcomes, and 
examine how sustained training and systemic support shape teachers' evolving TPACK 
integration. 

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