In today's interconnected world, effective language education is crucial for success in the business realm. This research delves into the construction of Technological, Pedagogical, and Content Knowledge (TPACK) among Business English educators in Chinese colleges and universities. TPACK, a theoretical framework, emphasizes the integration of technological proficiency, pedagogical expertise, and in-depth content knowledge. For Business English teachers, TPACK is indispensable in shaping instructional quality and student learning outcomes. This study employs a comprehensive mixed-methods approach, including surveys, interviews, and classroom observations, to explore how Chinese educators in this field acquire, cultivate, and apply TPACK in their pedagogical practices. The research uncovers current practices, challenges, and potential strategies, providing insights to revitalize and enhance Business English instruction in China's higher education institutions.

Ding Qian. Research on Technological Pedagogical and Content Knowledge (TPACK) Construction of Business English Teachers from Colleges and Universities in China. International Journal of New Developments in Education (2023) Vol. 5, Issue 25: 144-150. https://doi.org/10.25236/IJNDE.2023.052526.

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