Educational Reform for Equitable EFL TPACK Development: Contextual Barriers and Opportunities in Iranian Public Schools and Private Institutes

Abstract

Current education reforms couple technology integration with the pursuit of equity transforming how teachers learn and teach. This study explored the role of institutional context in Iranian EFL teachers’ development of technological pedagogical and content knowledge (TPACK). Using a sequential explanatory mixed-methods design, the data were collected from 94 teachers through convenience sampling. A TPACK self-assessment survey and purposive semistructured interviews provided quantitative and qualitative insights. Results from SPSS 21 showed that private institute teachers significantly outperformed their public school counterparts across all TPACK domains, especially in technological knowledge and technological pedagogical knowledge. NVivo 12 analysis revealed that outdated infrastructure, rigid curricula, and limited professional development hindered public school teachers, while private institutes offered stronger support and technological access. Conceptualizing TPACK as a context-dependent construct, the study recognizes the urgency of reforms for facilitating greater digital access, designing flexible curricula, and ensuring regular professional development for equitable and inclusive learning.