Dimensions of Pedagogical Content Knowledge (PCK) Based Curriculum Implementation with an Emphasis on Artificial Intelligence Integration in E-Learning (Case Study: Payame Noor and Farhangian Universities of Isfahan)

Document Type : Original Article

Authors

1 Assistant Professor., Department of Business Administration and Information Technology Management, Payame Noor University, Tehran, Iran

2 Assistant Professor, Department of Geography Education, Farhangian University, Tehran, Iran

10.22091/jrim.2025.14188.1402

Abstract

Pedagogical content knowledge (PCK), an integrated blend of subject matter expertise and teaching skills, plays a pivotal role in enhancing the quality of higher education. This study aimed to explore the challenges, weaknesses, opportunities, and threats of implementing PCK curricula with an emphasis on integrating artificial intelligence (AI) into teaching strategies in higher education and e-learning, using a qualitative approach and thematic analysis method. The research population consisted of 27 participants (5 administrators, 14 faculty members, and 8 students) from Payame Noor and Farhangian Universities in Isfahan selected through purposive and snowball sampling. Data were collected via semi-structured interviews, ensuring validity and reliability through triangulation until theoretical saturation was achieved, and analyzed using thematic analysis. From the interviews, 98 open codes were extracted, categorized into 7 strengths (PCK courses, faculty motivation, support for authors, discussion forums, internships, teaching festivals, technology integration), 7 weaknesses (faculty and student challenges, organizational shortcomings, resource constraints, research limitations, course complexity, digital challenges), 4 threats (higher education and schooling system issues, technological threats, ethical challenges), and 6 opportunities (interdisciplinary courses, stakeholder engagement, quality enhancement, information technology, global achievements, AI integration). Findings revealed that AI enhances learning quality and data analysis in e-learning, but limited digital infrastructure and technical knowledge hinder its adoption. It is recommended to invest in digital infrastructure, faculty training, and ethical policies to leverage AI’s potential. This study provides a foundation for educational policy-making and future research on integrating innovative technologies into PCK.

Keywords

References

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History

  • Receive Date: 12 October 2025
  • Revise Date: 09 November 2025
  • Accept Date: 21 November 2025

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