Abstract
TPACK integrates technology, pedagogy and content in the learning context to support four teacher competencies: pedagogical, professional, social and personal. This study aimed to compare TPACK skill levels and analyze the Technological Pedagogical Content Knowledge (TPACK) of prospective elementary school teachers in Indonesia, Malaysia, the Philippines and Thailand. This comparative study applied a mixed-method approach with a sequential explanatory design. The research stages included developing and validating questionnaires and structured interviews, collecting data through questionnaires and analyzing the results to identify differences, characteristics and factors causing variations in TPACK skills across countries. SEM (Structural Equation Modelling) analysis confirmed that basic knowledge (pedagogical, content and technological knowledge) forms an essential foundation that significantly influences the development of more complex knowledge (PCK, TCK and TPK), thereby predicting core TPACK competence. The TPACK model proved to be valid and reliable (R2 = 0.788), with significant relationships among its components, indicating that competence develops from basic knowledge (PK, CK, TK) toward integrative knowledge (PCK, TCK, TPK). Content Knowledge (CK) played a central role, with its strongest effect on TCK (β = 0.63), underscoring the importance of subject mastery as the foundation for meaningful technology integration. The findings indicated differences in TPACK mastery levels among the nations, with Malaysia achieving the highest average score. Developing TPACK competence in prospective teachers requires a holistic approach that integrates strengthened content knowledge and a synergistic pedagogical understanding.
Keywords: Comparative Study, Pre-service Teachers, SEM, TPACK.