English Teachers’ Technological Pedagogical Content Knowledge in Integrating Technology into EFL Classrooms (Muhammadiyah Senior High Schools in Makassar)

This study investigated English teachers’ competence in integrating technology into teaching and learning through the Technological Pedagogical Content Knowledge (TPACK) framework and explored the opportunities and challenges that shaped such integration. A mixed-methods design was employed at three Muhammadiyah Senior High Schools in Makassar, Indonesia. The participants were three English teachers selected purposively based on teaching experience, familiarity with instructional technology, and