Designing A TPACK-Reflective Framework for Undergraduate Philology Programs

Abstract

The integration of technology into language education requires future teachers not only to master digital tools but to understand the relationship between technological, pedagogical, and content knowledge within the TPACK framework. Building on Mishra and Koehler’s model (2006) and Farrell’s reflective practice theory (2015), this study investigates how systematic reflection can enhance TPACK development among philology students. A mixed methods approach, including reflective journals, peer feedback, and micro lesson analysis, was used to bridge theory and classroom practice. Findings from the review of international research reveal a lack of multimodal and longitudinal studies, as well as limited representation of Russian and Uzbek contexts. The proposed TPACK reflective framework integrates the “Technology Integration Planning Cycle” into philology programs through iterative steps of design, implementation, and reflection. Key recommendations include multimodal reflection through digital portfolios, collaborative feedback, and continuous assessment across the learning stages. The study concludes that developing TPACK through reflective, design-based learning enables future language teachers to align technology use with pedagogical and disciplinary goals, fostering sustainable professional growth in the digital era.