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The model combines TPACK with experiential, performance-based learning and forms a six-phase cycle linking technological, pedagogical, and content knowledge to authentic, reflective experiences. 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The model integrates the TPACK  \nframework with experiential and performance-based learning, resulting in a six-phase cycle that connects  \ntechnological, pedagogical, and content knowledge to authentic and reflective learning experiences.  \nDevelopment involved a systematic literature review, theoretical synthesis, and validation by five experts in  \neducational technology and instructional design. Each phase of the model maps TPACK dimensions to  \nexperiential performance learning processes, specifying the roles of both instructors and learners. To  \nevaluate the model, a 34-item expert rubric was developed covering principles, conceptual clarity,  \npedagogical relevance, technological appropriateness, and alignment with digital competency outcomes.  \nExperts rated the model highly across all dimensions, with an overall mean score of 4.82 (SD = 0.20) .  \nFindings suggest that the TPACK-EPL Model provides both theoretical strength and practical  \napplicability, offering educators and instructional designers a robust framework for cultivating digital  \nknowledge, skills, and attitudes. Future research should test its implementation in classroom settings and  \nconduct longitudinal studies to assess sustained impact across diverse educational contexts.  \nKeywords: Digital competency, Experiential learning, Instructional design model, Performance-based learning, TPACK, Technology integration, Digital literacy, Learner-centered instruction, Competency-based education, Teacher education, Instructional design framework.  \nCitation | Pasmala, R., Nilsook, P., Wannapiroon, P., & Jantakoon, T. (2025) . TPACK-integrated experiential performance learning model to enhance learners’ digital competency. Asian Journal of  \nEducation and Training, 11(4), 130–143.  \n[https://doi.org/10.20448/edu.v11i4.7502](https://doi.org/10.20448/edu.v11i4.7502)  \n[History:](History:)  \nReceived: 16 July 2025  \nRevised: 22 September 2025  \nAccepted: 29 September 2025  \nPublished: 3 October 2025  \nLicensed: This work is licensed under a Creative Commons Attribution 4.0 License   \nPublisher: Asian Online Journal Publishing Group  \nFunding: This study received no specific financial support.  \nInstitutional Review Board Statement: Not applicable.  \nTransparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained. This study followed all ethical practices during writing. Competing Interests: The authors declare that they have no competing interests.  \nAuthors’ Contributions: All authors ","cbCaihX8ZoN4Nljj","https://ap.wps.com/l/cbCaihX8ZoN4Nljj","pdf",565844,14,"English","# Introduction\n# Literature Review\n# Research Methodology\n# Results\n# Discussion\n# Conclusion\n# References","[{\"question\":\"What is the core purpose of the TPACK-EPL model?\",\"answer\":\"It is designed to enhance learners’ digital competency by combining TPACK with experiential and performance-based learning in a structured instructional design framework.\"},{\"question\":\"How is the TPACK-EPL model structured?\",\"answer\":\"It uses a six-phase cycle that connects technological, pedagogical, and content knowledge to authentic and reflective learning experiences.\"},{\"question\":\"How was the model validated and evaluated?\",\"answer\":\"The study used literature review and theoretical synthesis, then validated the model with five experts using a 34-item expert rubric covering principles, conceptual clarity, pedagogical relevance, technological appropriateness, and alignment with digital competency outcomes.\"}]","TPACK-Integrated Experiential Performance Learning Model - To Enhance Learners’ Digital Competency | PDF",1792077144,35]