Refining teachers’ ethical knowledge in smart learning environments - a Delphi study within the TPCEK framework

Abstract

Smart Learning Environments (SLEs) increasingly integrate artificial intelligence and data-driven technologies, creating new ethical demands for teachers’ professional knowledge. This study employed a three-round Delphi design to refine the definitions and conceptual boundaries of eight predefined ethics-related dimensions of the Technological Pedagogical Content Ethical Knowledge (TPCEK) framework for preservice preschool teachers in SLEs. Twenty experts evaluated the dimensions in terms of necessity, definitional clarity, contextual appropriateness, and conceptual distinctiveness. Quantitative evaluations were integrated with qualitative feedback to guide iterative refinement. All eight dimensions met the predefined necessity criterion. Round 1 identified conceptual ambiguity primarily in Content Ethical Knowledge, Technological Pedagogical Ethical Knowledge, Technological Content Ethical Knowledge (TCEK), and Pedagogical Content Ethical Knowledge (PCEK). Following revision, remaining concerns centred on the distinctiveness of TCEK and PCEK. Further refinement resulted in both dimensions meeting the predefined criteria in Round 3. The final definitions more clearly distinguish ethical issues associated with educational content, pedagogical technology use, technological mediation of content, and pedagogical transformation of content. The refined definitions provide a foundation for future empirical research and ethics-focused preservice teacher education.