Enhancing pre-service primary fine arts teachers Technology Pedagogical Content Knowledge in Sxanxi China

This study investigates how to enhance the Technological Pedagogical Content Knowledge (TPACK) of pre-service primary school art teachers in China to support effective art education in the digital age. The research addresses the growing need for integrating technology in the art classrooms, where teachers must combine technological skills with pedagogical strategies and content knowledge to foster creativity and student engagement. The objectives of the study are twofold: to assess the current level and interrelationship of seven TPACK components_Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and the overall TPACK_and to determine how these dimensions influence teachers_ readiness for effective art instruction. A quantitative research design was employed, involving a sample of 384 pre-service art teachers from teacher education institutions across China. Data were collected through a structured questionnaire adapted from validated TPACK scales and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 3.0. Results reveal that participants show high proficiency in TCK and TPK, moderate levels in TK and CK, and that TK and TPK significantly influence overall TPACK. In contrast, CK, PK, PCK, and TCK demonstrated limited impact. These findings underscore the need for teacher education programs to focus more on technology integration training tailored for arts education. This research contributes to the development of targeted strategies for enhancing TPACK among future art educators and offers policylevel recommendations for integrating digital tools and pedagogy in teacher preparation programs. It also addresses a research gap in the application of TPACK within the context of visual arts education in China.