Technological Pedagogical Content Knowledge and Educational Technology Suitability in Chinese Language Education: A Structural Equation Modeling Study of Teacher Readiness in China

Abstract

China's rapid expansion of digital education has increased the use of educational technology (EdTech) across primary, secondary, and tertiary teaching. Whether these tools are useful in practice, however, depends on more than access to technology. Teachers must be able to judge whether a digital tool fits the subject matter, the intended pedagogy, and the needs of their learners. This study examined the relationship between Technological Pedagogical Content Knowledge (TPACK), perceived EdTech suitability, and teacher readiness among 384 in-service Chinese language teachers in China. Six TPACK components, four dimensions of EdTech suitability (educational effectiveness, content fidelity, feedback, and professional development), and three indicators of teacher readiness (confidence, digital skills, and perceived barriers) were assessed. Correlation, multiple regression, and Structural Equation Modeling (SEM) were used in the analysis. TPACK explained 45% to 55% of the variance in the four EdTech-suitability dimensions. EdTech suitability was also related to teacher readiness: more favourable evaluations of the technology were associated with greater confidence and stronger digital skills, while perceived barriers were lower. The findings suggest that teacher readiness is shaped not only by what teachers know about technology, pedagogy, and content, but also by whether the available technologies are seen as appropriate for Chinese language teaching. This provides a basis for professional development that combines TPACK development with critical evaluation of the pedagogical fit of EdTech.