Beyond technical skills: reimagining efl teacher development through mindfulness, metacognition, and engagement for TPACK transformation
DOI:
https://doi.org/10.24310/ijtei.121.2026.22233Keywords:
EFL teachers, engagement, metacognitive awareness, mindfulness, professional development, TPACKAbstract
To prepare teachers for technology-integrated learning, not only do we need to focus on technical training, we need to nurture psychological and cognitive development that enables adaptive teaching. This study examined the relationships between mindfulness, metacognitive awareness, teacher engagement, and teachers perceived levels of Technological Pedagogical Content Knowledge (TPACK) among Iranian EFL teachers. Using a cross-sectional correlational design, data were collected from 175 Iranian EFL teachers through a validated self-report survey employing convenience sampling. The participants were Iranian EFL teachers working in various educational institutions across the provinces of Kermanshah, Kurdistan, and Tehran, representing both urban and semi-urban teaching contexts. Structural equation modeling (SEM) with bootstrapping was conducted in AMOS 22 to test direct and indirect relationships. The tested model showed acceptable fit indices (χ²/df = 2.14, CFI = 0.95, TLI = 0.94, RMSEA = 0.05). Teacher engagement significantly mediated the relationships between mindfulness, metacognitive awareness, and TPACK. While mindfulness was not directly associated with TPACK, it was positively related to metacognitive awareness and teacher engagement, which were in turn linked to higher reported TPACK levels. These findings suggest that incorporating mindfulness and metacognitive training may support teacher professional development programs aimed at technology-integrated teaching. Specifically, teacher education programs and in-service training initiatives may benefit from integrating reflective and mindfulness-based practices to strengthen teachers’ engagement and their capacity to apply technology effectively in pedagogy. Such approaches could help educators become psychologically and cognitively prepared for technology-rich classrooms. Given the cross-sectional design, causal interpretations should be avoided; future longitudinal or experimental research is recommended to confirm these relationships.
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