From Needs Analysis to a Design Framework: Developing a Project-Based TPACK Mobile Learning Module for Pre-Service Teachers

The theory-practice gap in Technological Pedagogical Content Knowledge (TPACK) application remains a critical challenge for pre-service teacher education, particularly in rural and multi-ethnic contexts where instructional resources and context-specific examples are limited. As the first phase of designing, developing, and evaluating a project-based TPACK mobile learning module (TPACK-Pj), this study conducted a mixed-methods needs analysis to inform the development of a design framework. Quantitative data from 100 pre-service teachers and qualitative insights from 5 focus group participants were analyzed to identify current TPACK skill levels, instructional challenges, learning needs, and learning preferences. Results showed that pre-service teachers have moderate TPACK skills (M = 3.15), high perceived instructional challenges (M = 3.87), strong practice-driven learning needs (M = 4.30) and mobile learning preferences (M = 4.36). A significant positive correlation existed among challenges, needs, and preferences (r = 0.546–0.840, p < 0.001). No gender differences in TPACK skills were found, but males reported significantly higher challenges, needs, and mobile preferences (all p < 0.05). Based on these findings, this study proposed a design framework for the TPACK-Pj module, including five evidence-based design principles, a design-principle-to-technical-function mapping, and a scientifically structured modular architecture. The framework is designed for implementation on the Chaoxing platform, a widely used mobile learning system in China that offers both mobile app and web-based access, ensuring replicability and scalability. This study contributes a design-oriented, empirically grounded technical framework to the field of information and education technology, serving as the foundation for subsequent module development, usability testing, and effectiveness evaluation.