Abstract
The COVID-19 pandemic necessitated a shift towards technology-driven education, prompting an examination of teachers' Technological Pedagogical Content Knowledge (TPACK) competence and attitudes towards technology integration. Drawing data from science teachers in Ifugao Province and Region II, Philippines, this study reveals a high level of TPACK-21 competence, particularly in Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), and Technological Pedagogical Knowledge (TPK) domains. Moderate proficiency is noted in Technological Knowledge (TK) and Content Knowledge (CK), with lower skill levels observed in integrating Technological Content Knowledge (TCK). Teachers exhibit positive attitudes towards technology integration, with a significant correlation between TPACK-21 competence and favorable attitudes. The findings underscore the importance of enhancing TPACK-21 competence to foster a more conducive environment for technology integration in chemistry education. As educators strive to adapt to the evolving educational landscape, cultivating TPACK-21 competence emerges as a crucial strategy for promoting innovative teaching practices in the digital age.
