ABSTRACT
Amid the rapid advancement of technology and the unprecedented challenges posed by the COVID-19 pandemic, integrating ICT into classrooms has become essential for achieving quality education for all, as outlined in the United Nations’ Sustainable Development Goal 4. While prior research has largely focused on the technological competence of in-service teachers, a notable lack of studies examining student teachers raises concerns about whether future educators are adequately prepared with the necessary technological and pedagogical content knowledge. This study aims to address this gap by investigating student teachers' perceptions of their Technological Pedagogical Content Knowledge (TPACK). Using a quantitative survey design, the study involved 350 student teachers from both private and public universities supervised by the Ministry of Religious Affairs (MORA) and the Ministry of Education and Culture (MOEC). The findings revealed that, overall, student teachers perceived themselves as having a good understanding of technology and technological content knowledge. However, they reported only a moderate understanding of content knowledge, technological pedagogical knowledge, pedagogical content knowledge, and the integrated TPACK framework.
