Research on the Reconstruction of University Teachers' AI-TPACK Competence Framework in the Context of Digital Transformation

Abstract

This study focuses on the theoretical challenges posed by digital transformation to the professional knowledge and competence of university teachers and examines the applicability limitations of the traditional TPACK framework under the integration of intelligent technology. On the basis of explaining the educational implications of digital transformation, this study reviews the academic lineage of AI-TPACK, proposes the framework elements oriented toward intelligent technology integration, and reveals the endogenous evolution of technological knowledge, the structural adjustment of pedagogical knowledge, and the integration dimension of human-machine collaboration. Furthermore, this study constructs the AI-TPACK competence framework from the perspectives of hierarchical structure and generative mechanism, analyzes its constituent dimensions, transformation mechanisms, and transition pathways, and on this basis establishes an evaluation index system, completing index screening, connotation definition, and weight allocation. This research aims to provide a systematic theoretical framework for the development of university teachers' knowledge and competence in the intelligent era and to promote a deep shift in teacher knowledge research from technology integration to human-machine collaboration.