Exploring the Impact of Teachers' Technological Pedagogical Content Knowledge (TPACK) on the Instructional Strategies of Grade-12 English Curriculum in Myanmar: A Systematic Review of Literature

Abstract

This systematic literature review investigates the role of Technological Pedagogical Content Knowledge (TPACK) in enhancing instructional strategies for the Grade-12 English Language curriculum in Myanmar. Drawing from studies published between 2014 and 2024, the review identifies key factors influencing teachers’ TPACK, such as professional development, access to digital resources, institutional support, and collaborative learning environments. It highlights how these factors shape the effective integration of technology into pedagogical practices, improving both teacher competence and student learning outcomes. The findings reveal that TPACK significantly supports interactive and learner-centered instruction, yet its implementation faces challenges including limited technological access, inadequate training, and contextual barriers in Myanmar’s basic education sector. The study concludes with targeted recommendations for developing teacher training programs and policies that strengthen TPACK in the context of the reformed English Language curriculum. These findings contribute to a better understanding of how TPACK can be contextually applied to support curriculum reforms in developing education systems.