Analysis of B.Ed. program in the context of TPACK framework: a case study of Allama Iqbal Open University, Islamabad

Abstract

The essence of educational excellence often hinges on the calibre of its educators. An educator's prowess is best reflected through their continuous learning journey, initial educational experiences and ongoing professional training. In this manuscript, we have focused on the incorporation of the Technological Pedagogical Content Knowledge (TPACK) framework within the Bachelor of Education (B.Ed.) curriculum (1.5 years degree) at the Allama Iqbal Open University (AIOU), Islamabad, Pakistan. By meticulously analysing these pertinent program documents, we seek to uncover the depth of TPACK's integration and its role in nurturing the growth of budding educators. The analysis focused on course outlines, learning materials, and assessments, among other things, to identify TPACK concepts and strategies. The findings of the study indicate that the B.Ed. program (1.5 years) consists of sixteen courses over three semesters; however, none are related to integrating technology into teaching and learning. Four courses are related to integrating technology in the teaching and learning process in the last category but are optional. A potential avenue for future research is comparing the B.Ed. program (1.5 years) at AIOU with similar programs at other universities, both within the country and internationally.