International Journal of Evaluation and Research in Education (IJERE) Vol. 13, No. 1, February 2024, pp. 212~222 ISSN: 2252-8822, DOI: 10.11591/ijere.v13i1.26643  212 Journal homepage: http://ijere.iaescore.com Technological, pedagogical, and content knowledge for technology integration: a systematic literature review Muhammad Sofwan 1 , Mohd Faiz Mohd Yaakob 2 , Akhmad Habibi 1 1 Department of Educational Sciences, Faculty of Teacher Training and Education, Universitas Jambi, Jambi, Indonesia 2 College of Arts and Sciences, School of Education, Universiti Utara Malaysia, Kedah, Malaysia Article Info ABSTRACT Article history: Received Jan 22, 2023 Revised Oct 15, 2023 Accepted Nov 7, 2023 Many empirical studies used technological, pedagogical, and content knowledge (TPACK) to evaluate technology integration in education. However, systematic reviews on TPACK, related to technology integration in education are still limited, linked to the TPACK and technology integration issue. Therefore, this systematic literature reviews TPACK-based studies from 2010 to 2022, focusing on three topics: instruments to assess TPACK, TPACK domains’ inter-correlation, and TPACK relationships with technology integration. This systematic literature review implemented PRISMA (preferred reporting items for systematic reviews and meta- analyses). The study used Science Direct as a platform for articles’ search with three keywords, namely TPACK, preservice teacher; TPCK, preservice teacher; and TPACK, preservice teacher, technology integration. There were 28 articles reviewed. The findings informed 11 articles regarding scales to assess TPACK. There were nine articles reported TPACK domains’ intercorrelation and 10 articles informed TPACK relationships with technology integration. This study could significantly contribute to advancing knowledge regarding instruments to assess TPACK, TPACK factors inter-correlation, and TPACK and technology integration. Keywords: Content Literature Pedagogy Review Technology This is an open access article under the CC BY-SA license. Corresponding Author: Muhammad Sofwan Department of Educational Sciences, Faculty of Teacher Training and Education, Universitas Jambi Jambi-Muara Bulian st. No. 15, Mendalo Darat, Muaro Jambi, Jambi, Indonesia Email: Muhammad.sofwan@unja.ac.id 1. INTRODUCTION Technological, pedagogical, and content knowledge (TPACK) was established based on pedagogical content knowledge (PCK) [1]. The combination of pedagogical and content knowledge supports the PCK in the TPACK framework. The primary concept of TPACK is that a teacher’s knowledge of technology is diverse, recommending that technology, pedagogy, and content should be balanced. The TPACK framework tries to address the difficulties presented by the new era of teaching and learning with the advancement of technology, especially the internet. Teachers are recommended to promote the integration of technology into their teaching to prepare students for the workforce. TPACK has been central to research regarding teaching and learning processes and teacher professional development [2]–[4]. TPACK is a mirror extension of Shulman’s characterization of the knowledge required to teach specific content, known as PCK or pedagogical content knowledge [5]. PCK characterizes the necessary knowledge to teach specific contents using technology [6]. In short, the TPACK framework explains technological knowledge (TK or technological knowledge, knowledge about some specific tools, software, and hardware), pedagogical knowledge (PK or pedagogical knowledge, how to manage, order, and lead students), and content knowledge (CK or content knowledge, regarding teaching materials). The