Digital Arts Education: General Education Teachers' Perceptions of Integrating the TPACK Model into Arts Education

Abstract

This study explores primary education teachers’ perceptions regarding the integration of digital technologies into teaching through the Arts and Drama, drawing on the theoretical framework of Technological Pedagogical Content Knowledge (TPACK). The research adopts a qualitative approach and is based on semi-structured interviews, aiming to provide an in-depth understanding of teachers’ attitudes and lived experiences. It focuses on teachers’ technological self-efficacy, the pedagogical challenges of experiential learning in digital environments, and their perceptions of the aesthetic value of the works produced at the intersection of physical and digital spaces. At the same time, the study highlights the importance of interdisciplinary arts integration as a cohesive framework that enables the meaningful incorporation of technology into the learning process. The findings contribute to the redefinition of the teacher’s role as a designer of aesthetic learning experiences and as a co-researcher, emphasizing the need for holistic professional development that bridges technological knowledge with artistic sensibility.