This study investigates the level of technology adoption among Physical Education (PE) teachers in Chinese universities using the Technological Pedagogical Content Knowledge (TPACK) framework. With the rapid advancement of digital technologies such as artificial intelligence, big data, and mobile learning, PE teachers face growing pressure to integrate technology into their instructional practices to enhance teaching effectiveness and student outcomes. The research explores current challenges in technology adoption, identifies strategies to improve adaptability, and proposes an enhanced teacher training program tailored to PE teachers’ specific needs. A mixed-methods approach was employed to gather data on the technological competence, pedagogical strategies, and content knowledge integration of university PE teachers. Findings indicate that while many PE teachers are aware of the potential of digital tools, significant barriers – including lack of professional development opportunities, resource disparities, and inadequate support systems – hinder its effective implementation. Based on the results, the study proposes a comprehensive training model grounded in the TPACK framework to improve technical adaptability and teaching effectiveness. This research contributes to the development of a more modern, interactive, and personalized PE curriculum, supporting the long-term goal of advancing educational quality in the digital era.
Tao Long (Sat,) studied this question.