EXPLORING SELF-EFFICACY IN STEM-TPACK TEACHING: A SYSTEMATIC RAPID REVIEW OF THE LITERATURE

Abstract

This systematic rapid review explores the relationship between lecturer self-efficacy and STEM-TPACK teaching practices, with particular attention to studies relevant to lecturers and pre-service educators. Seven Scopus-indexed studies published between January 2021 and 2025 were identified through structured database searches and screened against defined inclusion criteria. The evidence suggests that self-efficacy is a recurring factor influencing how STEM content, pedagogical strategies, and digital technologies are integrated through the TPACK framework, collectively known as STEM-TPACK teaching practice. However, its influence appears to be contingent on contextual variables such as teaching experience, educational level, and professional development exposure. In higher-education settings, self-efficacy was associated with improved confidence in digital pedagogy and research instruction. In K–12 and pre-service contexts, its role ranged from a strong direct predictor to a mediating or secondary influence. While several studies confirmed a positive relationship, the limited focus on lecturers highlights a notable research gap. Further research is needed that tracks changes in self-efficacy longitudinally and compares findings across diverse institutional settings to deepen understanding of its role in STEM-TPACK implementation.