The Challenges of Developing Technological, Pedagogical, and Content Knowledge in Aviation English Field

The goal of twenty-first-century education is becoming more challenging because it aims to engage students in cognitive as well as technological competences. Despite several studies discussing TPACK, more research on TPACK in the ESP context. Using qualitative data from interviews, this study examined aviation English teachers' perceptions of their TPACK development to investigate which factors need to be improved. Seven Indonesian aviation English teachers took part. An adjusted rubric from a TPACK evaluation for EFL teachers was used to reveal the perception. The findings revealed that knowledge of technologies to teach writing and listening was the essential macro skill to boost the TCK. The most critical issues in the PCK were the delivery of relevant feedback on linguistic features and the availability of authentic resources. Engaging learners in authentic difficulties through digital resources and selecting technologies for learning evaluation were identified as the most critical TPK challenges to address. Meanwhile, the two central issues in TPACK were the use of a variety of technologies to encourage learners to pursue their interests and to enable learners to be active participants. In the future, discovering more thorough analyses of practical strategies to improve the factors in TCK, PCK, TPK, and TPACK for aviation English is also expected to broaden the focus on other ESP fields, such as agriculture, medicine, and economics.