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Chapter II

Review of Related Literature

Pedagogical Competence

Afdal and Nerland (2017) Pedagogical Competence is the teacher's ability

to design, facilitate, and assess learning that supports students' intellectual and

personal development. It emphasizes that pedagogical competence are

involves that translation of pedagogical knowledge into effective instructional

practice. Teachers that continuously to have the pedagogical understanding to

enhance students' engagement and achievement. Furthermore, Afdal and

Nerland (2017) noted that pedagogical competence is context-based. It

depends on how teachers interpret their teaching environment and adjust their

methods. It integrates the reflective practice and peer support systems that

allows learners to develop stronger pedagogical competence and the

adaptability in classrooms settings.

Zulkarnain, et al. (2025) Elementary teachers plays a crucial role in

education system, especially in developing pedagogical competence. With

pedagogical competence it concludes understanding students’ characteristics,

apply the different learning theories, and managing a supportive classroom

environment. On the other hand, many teachers face challenges in

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implementing pedagogical competence, especially in elementary schools.

With this study, it aims to examine the teachers’ understanding of pedagogical

competence, to identify its application in teaching, and lastly to know the

challenges faced by the elementary teachers.

Ruwaida Zafira and Ganes Gunansyah (2018) in the International Journal of

Educational Science and Research, pedagogical competence refers to a

teacher’s ability to effectively carry out the entire teaching and learning

process. It involves three key aspects: planning lessons, managing classroom

activities, and assessing students’ learning outcomes. Since students differ in

personality and abilities, teachers must be capable of addressing all learners’

needs within an inclusive learning environment.

Shulman and Shulman (2016), Pedagogical competence is the involvement

and the integration of the content knowledge, pedagogical skills, and an

understanding of the learner's need. Teacher's with the pedagogical

competence can enhance and make a capability of connecting abstract

concepts in the real-world situations. It makes a learning more relevant and

meaningful. This study emphasized the effectiveness of the pedagogical

competence promotes curiosity and lifelong learning among students. The

research highlighted the importance of the flexibility in teaching. Based on the

students’ performance and feedback, it can modify their instructional

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approaches used to the teachers who are pedagogical competent. It ensures

that the learning environment remains equitable and conductive to deep

learning.

Sentürk and Zeybek (2019) conducted a study using correlational techniques

to explore teachers’ conceptions of teaching and learning as well as their

perceptions of pedagogical competence. The results revealed several key

points. First, there was either a positive or negative relationship between

teachers’ conceptions of teaching and learning and the sub-dimensions of their

perceived pedagogical competence. Second, regression analysis showed that

the model was significant, indicating a meaningful connection between the

two variables. Third, most teachers held a traditional view of teaching and

learning, and this traditional conception showed no significant relationship

with their perceived pedagogical competence—except in the first dimension.

Lastly, a significant positive relationship was found among teachers who

embraced a constructivist view of teaching and learning.

Getahun (2025) analyzed secondary school teachers’ pedagogical

competence in teaching global and local connectedness as 21st-century skills.

The results indicated that many teachers lacked the pedagogical readiness to

integrate global perspectives and digital literacy into their lessons.

Professional development programs focused on critical thinking and

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collaboration were found to significantly improve teachers’ competence in

handling these skills. The study emphasized that modern pedagogical

competence requires more than traditional classroom strategies—it demands

adaptability to global educational demands. Teachers must be equipped not

only with content knowledge but also with pedagogical flexibility to teach

critical, creative, and globally aware learners in the 21st century.

Tajibayeva et al. (2025) The pedagogical proficiency of elementary school

teachers in incorporating educational technology into the classroom is

examined in this study. Effective learning environments, activities that

accommodate various learning styles, and the application of suitable teaching

techniques are all components of pedagogical competence. The use of

technology in the classroom has created new chances for engaging, interactive

learning. According to the study, the majority of elementary school teachers

reported being highly competent in using educational technology, and they

had a positive attitude toward it. Teachers' pedagogical proficiency with

regard to educational technology, however, differed greatly from one another.

In order to enhance teachers' pedagogical competence in incorporating

educational technology into their teaching practices, the study highlights the

necessity of programs and interventions. In order to successfully integrate

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educational technology, educators must find the right technological tools and

resources.

Cortez (2020), Pedagogical competence identified as a significant factor in

teaching. It is used in exhibited creativity, innovation, and adaptability in

teaching method. Students better understand by the pedagogy demonstrated

and it gives more efficient classroom communication. Its competence

enhances the teacher's pedagogical abilities by helping them produce active

learning strategies and instruction. It is used to analyze learning outcomes and

adjust their instructional strategies go meet diverse learner's need. Pre-service

programs that combine content mastery with practicum experiences, and in-

service training that emphasizes classroom-based coaching, lesson study, and

collaborative professional learning communities, have been shown to

strengthen specific pedagogical domains (e.g., lesson planning, inquiry-based

instruction, formative assessment). Effective professional development shares

common features: it is sustained over time, classroom-embedded, focused on

student learning, and includes cycles of practice, feedback, and reflection.

Conversely, one-off workshops and technology training unconnected to

classroom practice generally have limited impact on durability of pedagogical

competence.
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Khodijah Murkatik, Edi Harapan, Dessy (2020) The world of education

continues to be demanded to be able to produce human resources in

accordance with the needs of the community and employment in line with the

development of technology and culture of the community. This study

examines 1) is there an influence of professional competence on teacher

performance; 2) is there any influence of pedagogical competence on teacher

performance; and 3) is there an influence of professional competence and

pedagogical competence together on teacher performance. The results of the

study prove both partially and simultaneously there is an influence of

professional competence and pedagogical competence on teacher

performance. This research contributes to the teacher because the teacher is a

very dominant and strategic element in the process of knowledge transfer.

Teaching skills are a hallmark of the teaching profession. Achievement of

learning goals and success in overcoming learning problems much depends on

the ability or competence of teachers.

Darling-Hammond et al. (2017) asserted that pedagogical competence at

the core of teacher effectiveness. It encompasses the ability of the learners to

design the developmentally appropriate for the instruction and the manage

learning environment. It is found that competent teachers consistently aim

their instructional goals to the learners' prior knowledge and the learning
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context. This study produce that the teacher preparation programs should

emphasize pedagogical reasoning. When teachers understand the rationale

behind their instructional goals, they are more capable of promoting active

learning and student achievement across the learner’s diverse settings.

ICT Integration

Kaushik Das (2019) published in the Shanlax International Journal of

Education, the research aimed to examine how the use of Information and

Communication Technology (ICT) tools supports mathematics teaching. ICT

has become an essential part of modern life and education. Mathematics, once

viewed mainly as an academic subject, now plays a vital role in technology

and industry. The study emphasizes the importance of integrating ICT into

mathematics instruction at both teacher training and school levels. Using

interpretative and observational methods, as well as reviewing secondary

sources such as books, journals, theses, and expert opinions, the study

concludes with practical recommendations for effectively applying ICT in

mathematics education.

Analyn M Gamit International Journal of Learning, Teaching and

Educational Research (2023) The Philippines’ Department of Education

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Computerization Program aims to equip public schools with technological

advances that will make the instruction and learning process more effective

and allow them to address the issues of the 21st century better. The study

assessed the significant relationships between Mathematics Teachers based on

their profile characteristics. The researcher employed a descriptive

correlational design. Descriptive statistics like mean and weighted mean were

used to evaluate the ICT-based activities used in teaching and the factors

influencing their implementation.

The integration of Information and Communication Technology (ICT) in

education has been recognized as a radical and impactful force in modern

teaching and learning. According to Bangquiao, S.G.M & Galigao, R.P.

(2025), ICT not only enhances student engagement and broadens access to

information, but also equips learners with essential digital skills necessary to

thrive in the 21st century. The importance of ICT has become even more

evident as the world moves toward blended and online learning. It plays a vital

role in enhancing the quality of education, ensuring equal learning

opportunities for all, and helping both teachers and students adapt to an

increasingly technology-driven world. (Tamim et al., 2011; Selwyn, 2020).

Gudmundsdottir and Hatlevik (2018) highlight that ICT competence in

teachers goes beyond mere digital literacy, incorporating essential pedagogical

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and ethical aspects of technology usage. Their research indicates that teachers

proficient in ICT integration are more adept at fostering interactive and

personalized learning environments, utilizing digital tools for effective

assessment and timely feedback. The study underscores that such competence

evolves gradually through experience and reflective practice, with teachers

who actively engage with new technologies and align them with their

instructional objectives demonstrating increased confidence and creativity in

their teaching methods.

Maurituis (2020) Low performance in mathematics education can be

addressed with the pedagogical affordances that technology offers. This study

examined the factors that significantly influenced math teachers' use of

technology. According to the survey, 155 teachers regularly use computers,

indicating that they value technology as a teaching tool and believe it can

improve math instruction. But only a small percentage of teachers actually

used technology in their lessons. Teachers emphasized the importance of

receiving sufficient training in the pedagogical integration of information and

communication technology (ICT), demanded improved computer services in

schools, including Internet access, and asked parents for permission to

accompany their children to school.

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Jimenez and Campos et al. (2023) Nowadays, ICT play a fundamental role

in education, as they are essential in all areas of knowledge at any educational

stage. Specifically, in the area of mathematics, within the Primary Education

stage, they are also very valid resources. This is demonstrated by the latest

scientific studies. In recent times, the scientific literature has provided

evidence of all this through different research studies. The aim of this paper is

to analyze all those publications that deal with the teaching–learning processes

of mathematics through ICT in primary education. The aim is to show the

current state of the scientific literature and what elements and aspects to

highlight are common to the documents analyzed. By means of the systematic

literature review method, we analyzed 11 articles indexed in Scopus and the

Web of Science, with the result that the use of ICT in this area is still scarce,

as the volume of publications in this respect is very low. This could also

indicate a prevalence of traditional methodologies associated with the teaching

of mathematics that could hinder students’ acquisition of mathematical

competence. However, those studies that show the use of ICT demonstrate that

its use leads to an improvement in performance, motivation, and problem

solving.

Kurt and Ayas (2015) examined the levels of ICT integration among

teachers in Turkey, concluding that effective pedagogical use of technology

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significantly enhances student motivation and achievement. Their findings

indicated that teachers who regularly employed ICT tools, including

multimedia presentations, educational software, and online assessments, were

more successful in engaging their students. The study highlighted that the

effectiveness of ICT integration is closely linked to teachers' ability to align

these digital tools with specific learning objectives. When technology is

strategically utilized to foster active learning, it serves as a powerful catalyst

for deeper understanding, rather than merely acting as a distraction.

Muhtadi et al. (2017) Three pre-service math teachers' Transformation of

Technological Pedagogical and Content Knowledge (TPACK) is presented in

this paper. Through the use of mathematical software, they engage in

technology-based learning modules that are in line with the teaching practices

used in schools and have become a hallmark of the teaching approach.

Practice learning has demanded an ICT-based learning environment in order

to develop a more effective approach to students' learning. Additionally, the

findings of a study on middle school mathematics instruction are presented in

this paper, demonstrating the impact of design instruction on students'

understanding of particular math topics.

Alcantara et al. (2020) The study was undertaken to determine the extent of

integration of Information and Communication Technology (ICT) to

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mathematics teaching and learning processes among junior and senior high

school Mathematics teachers in the Division of Tanauan City. Further, the

research also identified challenges encountered in ICT-based teaching and

learning mathematics. This study employed mixed method of research, survey

questionnaire, interview, and focus group discussion (FGD) with the 77

teachers. The respondents were determined using Raosoft at five percent

margin of error and used stratified random sampling. The frequency,

percentage, mean, standard deviation, and T-test were the statistical tools used

to analyse the data. Based on the findings, majority of the respondents were

female, bachelor’s graduate, from teachers I to III, 15 years below in the

service and not active in attending ICT-related seminars. Most of them use

technology in writing lesson plans, in computing students’ results and, in

teaching the lesson through power point presentations. However, due to the

lack of resources and little fund from the Maintenance and Other Operating

Expenses (MOOE), the respondents rarely use telecommunication devices

such as cable, satellite, fax-machine, etc. to interact with students. There is a

significant difference between the extent of the use of ICT in teaching and

learning mathematics and years in teaching. Lack of ICT facilities and

trainings attended and confidence in the use of ICT were the commonly

identified challenges. With the aforementioned, the researchers recommended

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that mathematics teachers must be given more opportunities to participate

ICT-based seminars and trainings.

Ghavifekr and Rosdy, (2015) ICT can be used in many ways to support

both teachers and students in exploring and understanding the subject areas

more effectively. Through the use of technology in teaching and learning

methods, the educational experience becomes more dynamic, interactive, and

engaging. Tools such as educational videos and simulations that allow learners

to visualize complex concepts and apply them in real-life contexts is an

example of how the ICT helps in education. Aditionally, ICT provides

efficient ways to organize and manage learning materials through data storage

and databases, making it easier to access and review information. Strategies

like mind mapping, guided recovery, and brainstorming encourage creativity,

problem-solving, and deeper thinking among students. Moreover, the

integration of music and the use of the World Wide Web (www) add more

variety and depth to the learning process, providing endless resources and

opportunities for exploration. Altogether, these technology-driven approaches

make teaching and learning more fulfilling, enjoyable, and meaningful for

both educators and learners.

Synthesis
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The reviewed related literatures and studies emphasize a strong connection

between Pedagogical Competence and the integration of Information and

Communication Technology (ICT) in enhancing the effectivity of teaching,

specifically in teaching mathematics.

Pedagogical competence as discussed in the articles by Afdal and Nerland

(2017), Shulman and Shulman (2016), and Darling-Hammond et al. (2017), is

not just about mastering content but also about designing, facilitating, and

assessing learning experiences that supports the students’ different needs. It

includes the teacher’s ability to integrate content knowledge, pedagogical

skills, and understanding of learners to foster meaningful and engaging

instruction. Studies and literatures have shown that reflective practice,

contextual adaptability, and continuous professional development are

significant factors in strengthening the pedagogical competence (Cortez, 2020;

Robandi et al., 2025; Getahun, 2025). In addition, pedagogical competence

greatly influences teacher performance and students’ learning outcomes, as

shown by Khodijah et al. (2020).

In line with this, the integration of ICT in education is recognized as a

transformative force that supports and enhances pedagogical practices. A

study by Das (2019), Gudmundsdottir and Hatlevik (2018), and Bangquiao

and Galigao (2025) highlights that ICT promotes student engagement,

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creativity, and access to wide learning resources, preparing learners for a

technology-driven society. However, the effectiveness of ICT integration

relies heavily on teachers’ digital literacy and their ability to align technology

use with instructional goals (Kurt and Ayas, 2015). Despite the potential

benefits, lack of training, limited access to ICT facilities, and insufficient

institutional support are some of the challenges that remain as barriers to

effective implementation (Alcantara et al., 2020). Nonetheless, studies

consistently reveals that when ICT integration is properly implemented,

students’ motivation, problem-solving abilities, and overall academic

performance is enhanced. (Rodriguez-Jimenez et al., 2023; Gamit, 2023).

In conclusion, the studies and literature suggest that the enhancement of

pedagogical competence through ICT integration is important for 21st-century

teaching, particularly in mathematics. The effective use of ICT requires strong

pedagogical grounding, while pedagogical competence is enriched through

meaningful technology integration which concludes that both variables are

interdependent. Therefore, continuous professional development, institutional

support, and access to technological resources are crucial to empower teachers

to create innovative, learner-centered, and technology-enriched classroom

environments.
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