The Similarities and Differences between Humanities and Social Sciences in Taiwan’s Initiative to Embrace Educational Digitization: Issues, Delivery, and Tools

Abstract

This comprehensive study delves into technology integration competencies within humanities and social sciences (H&SS) education, using the Technological Pedagogical Content Knowledge (TPACK) framework as its guiding lens. Through a careful analysis of course syllabi from higher education institutions in Taiwan, this research reveals distinctive patterns of emphasis across seven key TPACK knowledge domains. While both humanities and social sciences educators acknowledge the importance of integrating technology into their teaching and subject matter, subtle differences emerge. Humanities instructors tend to prioritize Pedagogical Content Knowledge (PCK), aligning this choice with their primary goal of conveying narratives and preserving cultural heritage. Conversely, their counterparts in social sciences lean more toward highlighting Technological Pedagogical Knowledge (TPK), reflecting the importance of understanding social phenomena in their field. This study underscores the pressing need for the development of tailored professional development initiatives and a revamp of pre-service teacher education programs, both of which should prioritize domain-specific TPACK competencies. This study highlights the critical importance of grounding training within authentic design tasks to effectively nurture TPACK. It points toward promising future research avenues, including investigations into the practical translation of TPACK understanding into classroom implementation and subsequent student outcomes. By shedding light on these distinctions, this research provides valuable insights for enhancing digital literacy and delivering technology-enriched learning experiences in the realm of H&SS education.