Abstract:

The integration of ethics into technological pedagogical content knowledge (TPACK) has emerged as a critical framework in modern education, addressing the growing need for educators to navigate the ethical dimensions of technology-enhanced teaching. This paper examines the concept of Ethical Technological Pedagogical Content Knowledge (E-TPACK), focusing on its conceptual foundations, the development of assessment tools, and its implications for pre-service teacher education. We analyse existing scholarly works to identify key themes and gaps in the literature, thereby providing a comprehensive understanding of how E-TPACK is defined, measured, and applied in educational contexts. The review adopts a rigorous methodology, systematically synthesising peer-reviewed studies to trace the evolution of E-TPACK and its theoretical underpinnings. Findings reveal that E-TPACK is increasingly recognised as a vital competency for educators, yet its operationalisation remains inconsistent across studies, with limited attention to scalable assessment instruments. The paper highlights the significance of E-TPACK in preparing pre-service teachers to address ethical challenges in digitally mediated classrooms, though empirical evidence on its practical implementation is still nascent. We conclude by identifying directions for future research, emphasising the need for standardised frameworks and longitudinal studies to evaluate the long-term impact of E-TPACK on teaching practices. This paper contributes to the ongoing discourse on teacher education by consolidating dispersed knowledge and proposing actionable insights for policymakers and educators.

Keywords:

E-TPACK, Pre-Service teachers, technology-enhanced teaching.

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