Global Trends of TPACK Research: Bibliometric Insights from Indonesian Social Studies

Abstract

Technological Pedagogical Content Knowledge (TPACK) has become a key framework in teacher professional development, integration of technology, pedagogy, and subject matter in 21st-century education. While TPACK research is globally recognized, its application in discipline-specific contexts like Social Studies remains limited. This study maps global trends of TPACK research indexed in Scopus through bibliometric and content analysis, offering contextual insights into Indonesian Social Studies education. A total of 282 articles published between 2010 and 2025 were analyzed based on publication year, research design, subject area, authorship, country, institutional affiliation, journals, and research instruments. The results show a significant increase in TPACK studies over the past decade, with major contributions from the United States, China and Indonesia, and leading journals such as Education and Information Technologies, Computers and Education, and Technology, Pedagogy and Education. Although Indonesia has emerged as a key contributor, classroom integration of TPACK in Social Studies remains limited. The novelty of this study lies in linking global bibliometric trends with local classroom practices, highlighting the research-practice gap. The findings suggest strategies for more context-specific TPACK implementation in Social Studies education, particularly in Indonesia, to enhance teacher professionalism and support effective 21st-century learning practice.