Technological Knowledge (TK) plays a crucial role in integrating Pedagogical and Content Knowledge by enabling teacher candidates to effectively incorporate digital tools and resources into their teaching practices. TK enhances teachers' abilities to adapt and innovate pedagogical approaches tailored to STEM disciplines through the effective use of technology. The study found that TK positively influences both Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK), facilitating a seamless blend of technology with pedagogical strategies and content understanding in the education of physics, math, biology, and chemistry .

Challenges arising from the lack of a direct relationship between certain TPACK variables include potential gaps in teachers' ability to effectively integrate all aspects of technology, pedagogy, and content. These gaps can lead to inconsistent teaching practices and hinder comprehensive technology integration. To address these challenges, teacher training programs should focus on holistic TPACK development, ensuring all components are effectively linked. Training should emphasize practical, context-specific applications of technology in pedagogy, providing scenarios and workshops that foster seamless integration of all knowledge areas to bridge existing gaps and enhance overall teaching efficacy .

The relationship between Pedagogical Knowledge (PK) and Pedagogical Content Knowledge (PCK) is significant as it underscores the importance of understanding general teaching principles and their application in specific content areas. PK contributes to the development of PCK by providing strategies and methods that can be tailored to specific subjects, thereby improving instructional effectiveness. The significant relationship found in the study highlights how pedagogical strategies need to be contextually adapted to specific STEM educational settings to foster better learning outcomes .

Content Knowledge (CK) directly influences Technological Pedagogical Content Knowledge (TPACK) by providing a strong foundation of subject matter upon which technological and pedagogical frameworks can be integrated. The study demonstrated the positive impact of CK on TPACK, suggesting that a deep understanding of content facilitates the ability to effectively integrate technology into pedagogical practices, thereby enhancing teaching effectiveness in physics, math, biology, and chemistry .

The use of Structural Equation Modeling-Partial Least Square (SEM-PLS) is effective in analyzing the relationships between TPACK variables due to its capacity to handle complex models with multiple constructs and indicators. SEM-PLS allows for the examination of both direct and indirect relationships, providing robust insights into how each component of TPACK interacts. The methodology's effectiveness is demonstrated in the study by successfully identifying the positive and significant relationships between 10 out of 18 analyzed variables, thus offering a comprehensive understanding of TPACK development among STEM teacher candidates .

The study highlights the importance of teachers’ ability to integrate technology into their pedagogical practices during the COVID-19 pandemic as crucial for continuing educational activities amidst disruptions. The emphasis on Technological Pedagogical Content Knowledge (TPACK) underscores the need for effective technology use to facilitate interactive learning environments both inside and outside the classroom. It stresses that teacher candidates, particularly in STEM disciplines, must be adept at deploying technological tools to conduct remote teaching and maintain student engagement, thereby ensuring the continuity and quality of education .

The study indicates that teacher candidates' pedagogical knowledge is crucial for quality teaching in STEM education by outlining how it forms the backbone of effective teaching strategies. Pedagogical Knowledge (PK) encompasses understanding of teaching methods and practices that can be adapted to diverse learning environments, thereby directly impacting teaching quality. The study emphasizes that robust pedagogical knowledge enables teachers to plan, execute, and evaluate learning processes more effectively, which is critical in STEM fields where conveying complex concepts requires tailored instructional techniques that engage and inspire students .

The positive relationship between Technological Content Knowledge (TCK) and Technological Pedagogical Content Knowledge (TPACK) implies that curricula in STEM fields should integrate content-specific technological tools to enhance teaching and learning outcomes. This relationship highlights the necessity of embedding technology into core subjects to enrich the educational experience and better prepare students for the technological demands of modern professions. Curriculum developers should focus on designing programs that foster TCK, equipping teacher candidates with the ability to effectively bridge technology with discipline-specific knowledge to advance overall educational efficacy .

The study provides critical insights about the integration of technology in STEM teacher education by emphasizing the importance of developing a solid foundation of Technological Pedagogical Content Knowledge (TPACK). It highlights the need for teacher candidates to be proficient in blending technological tools with pedagogical strategies and content knowledge, positively impacting their ability to deliver engaging and effective instruction. The findings reveal the necessity of structured training that incorporates technology as an integral part of the educational framework, ensuring future teachers are well-equipped to handle modern classroom challenges and effectively utilize technology to enrich the learning experience .

Technological Pedagogical Knowledge (TPK) is significant in the development of Technological Pedagogical Content Knowledge (TPACK) because it represents the intersection of technology and pedagogy, focusing on how various technological tools can support teaching processes. TPK impacts TPACK by enhancing teachers' ability to design and implement effective educational experiences that incorporate technology. The study indicates that TPK has a direct positive effect on TPACK, demonstrating how an understanding of technology-enhanced pedagogy is essential for comprehensive knowledge integration in STEM education .