used data mining techniques to investigate the TPACK of teachers involved in the implementation of these

subsidized digital H&SS courses. By counting technical knowledge (TK), content-knowledge (CK), and

technology-content-pedagogy knowledge (TCPK) in digital H&SS courses, we show that before the pandemic,

humanities courses emphasized digital technology content with pedagogy (TCP), pedagogy (P), and technology

with content (TC), while during the pandemic they focused more on content (C). Social sciences courses shifted

from stressing technological pedagogy (TP) and C before the pandemic to increased emphasis on TC during the

pandemic. Overall, teachers prioritized P, TCP, and TC across disciplines. Additional findings include

differences in TPACK focus between fields, thorough TPACK descriptions in social sciences courses, and

emphasis on technology (T) in scientific methods courses both before and during the pandemic. Analysis of P,

TC, and TCP topics revealed gaps in skills and technology-specific pedagogy, thus shedding light on the

1 Introduction

Informatization and digitization in Taiwan are being

translated into practice in a wide variety of ways

with its impact being experienced by all spheres and

levels of society including higher education, [1]. But

unlike traditional technologies, the majority of

digital technologies were not developed with

education in mind. For instance, software like

digital office and online communication, which are

frequently need to rethink when, how, and why to

use them, [2].

the primary cause for this problem is not hardware,

them in this area, and the majority of training for

teachers in digital technology skills has neglected

the "redesign" ability to effectively integrate

technology in authentic teaching and learning

contexts, [7], [8], [9]. Although some studies on the

implementation of ERT during the Covid-19 call for

educational institutions to think about how to

improve the relevance, applicability, and

responsiveness of the curriculum to ensure the

ability to continue to provide education in future

integrating technology in digital humanities courses,

specifically their TPACK (technological

pedagogical content knowledge), based on an

analysis of a substantial dataset of 189-course

syllabi across disciplines in Taiwan. The

comparative analysis of TPACK focus before and

during the COVID-19 pandemic offers timely

insights into how digital humanities teaching is

evolving and adapting in response to remote

instruction. This study calls attention to gaps in

framework in the context of digital humanities, this

study's findings have important implications for

instructional design, teacher education, and

advancing digital pedagogy in the field.

2 Literature Review

Based on Shulman’s PCK concept, [13], in, [14], the

information technology or digital technology in their

in the tasks using an open-ended questionnaire to

determine changes in their TPACK knowledge

levels. Their research revealed that these preservice

teachers’ use of teaching methods based on content-

knowledge (CK) and general pedagogical

knowledge (PK) grew dramatically, however

teaching methods linked to general technical

knowledge (TK) remained unchanged. According

to, [29], [30], the authors conducted several case

studies on the creation of TPACK in a professional

[31], [34], [35], [36]. Recent research has identified

gaps in technical knowledge and digital literacy

among humanities and social science teachers,

including limited coding, data, and computational

skills compared to those in technical fields, [37],

[38], [39], [40]. In response to digital technology

integration, it was determined that the traditional

TPACK framework requires a complementary

technology solution due to the limited time typically

allocated to traditional teacher education programs

instructors for continual TPACK improvement in e-

learning contexts. In, [23], the authors reported

interesting research among the very few language-

specific TPACK investigations. It looks at a case

where an English as a Foreign Language (EFL)

instructor used Telegram Bot in the classroom and

participated. Because higher education in Taiwan

Overview," "International Symposium (WEDHIA),"

"Workshops and Presentations," "Big Data Student

Competition," and "Special Course Interviews," and

published on a single platform, [47]. Since this

received little international attention; therefore, one

of the purposes of this study is to increase the

visibility of these digitalized H&SS courses and

provide the TPACK research community with

useful information about their pedagogy.

comparing TPACK focus before and after the

adoption of remote teaching are scarce. This study

aims to address these gaps by providing a robust

quantitative analysis of TPACK knowledge and

integration in digital humanities courses, analyzing

a dataset of 189-course syllabi in the Taiwanese

context before and during the Covid-19 pandemic.

the teacher education curriculum. In another study,

subjects based on each code, i.e. C, P, T, CP, TC,

TP, and TCP. Wordstat was used to examine the

frequency of the words and phrases to produce

distribution of Pedagogical knowledge (P) and

Knowledge (TPC) across the course categories

course categories, suggesting a significant

relationship.

T, CP, TC, and TP—the p-values were all greater

than 0.05. This indicates a lack of evidence to

suggest a significant association between these

TPACK codes and the course categories.

Fig. 2: Crosstabulation Results

Figure 2 displays the results of the cross-

tabulations of the various codes and the three

pedagogy and technologies respectively.

epidemic and mid-epidemic, using 2019 as the

dividing line, as shown in Table 4. Then, we cross-

tablulate the description of TPACK with course

categories in these two parts of the courses

epidemic, the description of TC was increased. The

as they were most thoroughly described as shown in

Figure 1. We investigated these 3 TPACK elements,

identified common subjects inside each element,

and then evaluated how these themes were

described within each course category.

depict the instructional approaches employed by

teachers. Classroom Material, for instance,

represents a more traditional form of teaching in

which the teacher provides course materials and

uses a guided approach in the classroom to enhance

Cultivation Community means that teachers often

take students into the community to develop their

guiding questions to stimulate creativity, with

students elaborating on their ideas and the teacher

organizing all ideas and encouraging discussion.

Typically, the Problem-Solving method entails

helping students define the problem, rewrite it, and

assume responsibility for it; the teacher presents

objective facts rather than personal viewpoints,

allowing students to analyze them, investigate the

root cause of the problem, and generate

corresponding solutions through various

regular basis.

more applicable and practical in the digital

with the verbs pertaining primarily to pedagogy and

the nouns to pedagogical purposes, tools, etc. As

part of the teaching process, the verbs under the

topic Cross-Culture may indicate that the instructor

leads students on learning tours, assigns them

practical tasks, and teaches them about the culture.

humanities and scientific methods courses.