TITLE:
Strategic Pathways for Developing TPACK in Vocational College Teachers from the Perspective of Generative AI
AUTHORS:
Jinying Chen
KEYWORDS:
Generative AI, TPACK, Vocational College Teachers, Competency Development, Strategic Pathways
JOURNAL NAME:
Open Journal of Applied Sciences,
Vol.15 No.10,
October
23,
2025
ABSTRACT: As a core technology driving the new wave of industrial revolution, Generative Artificial Intelligence (GenAI) is profoundly reshaping the ecosystem and substance of vocational education, imposing unprecedented demands on the professional competencies of its educators. The Technological Pedagogical Content Knowledge (TPACK) framework, a critical measure of a teacher’s ability to integrate technology, requires urgent re-examination of its connotations and developmental pathways from the perspective of GenAI. Employing methods of literature review and qualitative analysis, this study first deconstructs the systemic challenges that GenAI poses to the TPACK framework for vocational college teachers across technological, content, pedagogical, and ethical dimensions. Subsequently, through an analysis of existing research on frontline educators, it reveals the developmental predicaments they face in terms of cognitive attitudes, knowledge and skills, practical application, and environmental support. Based on these findings, this study constructs a three-tiered strategic framework for competency development—encompassing foundational, integrative, and comprehensive levels—and proposes corresponding implementation guarantees at the institutional, organizational, and cultural levels. The research posits that, guided by systematic strategies, vocational college teachers must transition from mere technology users to designers of human-AI collaborative instruction, thereby adapting to the urgent need for cultivating high-caliber, skilled talent in the intelligent era.