Teaching beyond technology: student ratings of TPACK-informed teaching in a Sino-British transnational entrepreneurship programme

Abstract

Technology plays an increasingly important role in entrepreneurship education, particularly within transnational higher education where culturally diverse classrooms require effective alignment of disciplinary content, pedagogy, and digital technologies. Despite the growing use of the Technological Pedagogical Content Knowledge (TPACK) framework, limited research has examined students' evaluations of TPACK-informed teaching in entrepreneurship education. This study investigates undergraduate students' perceptions within a Sino-British transnational entrepreneurship programme. A convergent cross-sectional mixed-method design analysed 473 undergraduate responses from three consecutive cohorts (2023/24–2025/26). A refined 25-item questionnaire assessed four instructional domains: content knowledge, pedagogical knowledge, knowledge of students' understanding, and technological knowledge. Reliability analysis, confirmatory factor analysis, non-parametric tests, and thematic analysis of open-ended responses were conducted. Students reported consistently high ratings across all domains (M = 4.45–4.51), with excellent internal consistency (α = 0.932–0.949). Confirmatory factor analysis indicated acceptable model fit (CFI = 0.929; TLI = 0.921; RMSEA = 0.084), although high latent correlations suggested substantial overlap between domains. Cohort differences were statistically significant but small. The cross-sectional, single-institution design limits generalizability. Future studies should employ longitudinal or mixed-methods approaches to deepen understanding of how TPACK-based practices influence engagement over time. Findings highlight the need for strengthened technological–pedagogical integration and culturally responsive teaching strategies to enhance engagement in transnational entrepreneurship education. The findings also underscore the importance of culturally responsive, technology-informed teaching for promoting inclusive learning environments and developing graduates with the digital, intercultural, and entrepreneurial competencies needed to contribute effectively to an increasingly interconnected and AI-enabled society. By examining student evaluations rather than teacher self-reports, this study extends TPACK research into entrepreneurship education. Using a complete three-cohort dataset, it provides robust psychometric evidence and practical guidance for designing technology-enhanced entrepreneurship curricula within transnational higher education.