Abstract

The Technological Pedagogical Content Knowledge (TPACK) framework plays a crucial role in art education, necessitating an in-depth examination of factors influencing its integration into teaching. Teachers’ competencies and
their satisfaction with TPACK are key determinants of successful adoption. This study explores the relationship between teachers’ competencies, academic rank, and their acceptance or rejection of TPACK, which subsequently affects their satisfaction with the framework. A descriptive survey and self-assessment approach were employed, utilizing questionnaires and interviews with 123 art professors from various universities in Kazakhstan. The findings indicate that higher-ranked professors reported greater satisfaction with TPACK but demonstrated lower competencies in digital technologies and in creatively addressing hardware and software challenges. Instead, they primarily used TPACK to enhance their professional skills. Overall, the results highlight the significant influence of academic qualifications on the development and implementation of technology-based curricula in art education