Investigating the Relationships between In-service Teachers’ Technology Pedagogy Content Knowledge and Virtual Learning Environment Success

Teachers' Technology Pedagogy Content Knowledge (TPACK) skills and virtual learning environments (VLE) outcomes register an increasing interest from various stakeholders. Using a quantitative research design, the article aims to investigate the relationship between TPACK and VLE success. Following an informed consent, data was collected from 107 teachers who answered an online questionnaire. The statistical analyses revealed a strong positive correlation between TPACK components and VLE success, teachers with higher TPACK levels achieving greater success in the VLE. The findings underscore the importance of enhancing TPACK skills through teacher training programs and policy reforms to improve VLE outcomes. Future research should explore longitudinal impacts and mixed-method approaches.