Strengthening personalized teaching with the TPACK model for university professors

Abstract

OBJECTIVE: To determine the strengthening of personalized teaching through the application of the TPACK model (Technological, Pedagogical and Content Knowledge) in university teachers. METHODS: This study was developed under the approach of an integrative literature review, aimed at understanding how the application of the TPACK model has contributed to the strengthening of personalized teaching, focusing the analysis on academic publications disseminated between 2015 and 2024.To ensure the quality and relevance of the sources, rigorous inclusion criteria were established: (a) articles published in peer-reviewed journals, (b) written in English or Spanish, and (c) empirical or theoretical studies that directly addressed the use of the TPACK model in educational settings. Unpublished theses, conference abstracts without access to the full text, and duplicate documents or documents with little theoretical depth were excluded. RESULTS: The TPACK model has been fundamental to personalizing teaching by integrating technological, pedagogical, and disciplinary knowledge in a balanced way. The studies analyzed highlight improvements in the adaptation to learning styles, the design of student-centered activities, and the strategic use of digital tools. Likewise, there is a growing trend towards more flexible and contextualized approaches, although challenges persist in teacher training for their effective application. CONCLUSION: The systematic incorporation of the TPACK model could contribute significantly to educational innovation, promoting more inclusive, flexible, and student-centered learning environments. This proposal seeks to lay the foundations for future training interventions that improve the quality of university teaching.