Bridging the Gap Between Technology Use and Pedagogical Transformation: A TPACK-SAMR Qualitative Study in Island Contexts

Abstract

The rapid digitalization of education following the COVID-19 pandemic has intensified the need for meaningful technology integration, particularly in geographically marginalized regions where digital transformation remains constrained. While the Technological Pedagogical Content Knowledge (TPACK) framework explains teachers’ knowledge integration and the Substitution–Augmentation–Modification–Redefinition (SAMR) model evaluates technology implementation, studies combining both frameworks in island-based educational contexts remain limited. This study investigates the implementation of digital learning in Ternate, Indonesia, through an integrated TPACK–SAMR perspective and proposes a contextual transformation model.A qualitative case study was conducted in three secondary schools involving 12 informants (eight teachers and four students). Data were collected through semi-structured interviews, classroom observations, documentation analysis, and a systematic literature review (2015–2025). Thematic analysis following Miles et al.’s interactive model was employed, supported by triangulation and member checking to enhance credibility.Teachers demonstrated strong content and pedagogical knowledge but limited technological pedagogical integration, resulting in low TPACK competency. Digital learning practices were predominantly situated at the Substitution and Augmentation levels of the SAMR model, indicating limited pedagogical transformation. Four interconnected barriers were identified: digital inequality, insufficient teacher digital competence, weak instructional design, and academic integrity challenges. Based on these findings, the Digital Learning Transformation Model (DLTM) was developed by integrating TPACK and SAMR within an input–process–output–outcome framework.Meaningful digital transformation requires simultaneous enhancement of teacher competence, instructional design, institutional support, and equitable digital access. The proposed DLTM offers a contextual framework to guide sustainable digital learning transformation in island and other geographically disadvantaged educational settings.