Exploring the challenges of integrating TPACK in Lesotho`s universities

The integration of Technological Pedagogical Content Knowledge (TPACK) into teaching practices within Lesotho's universities faces significant challenges. This qualitative study investigates the barriers that hinder the effective implementation of TPACK in the higher education context in Lesotho. Through in depth interviews with university teachers, the study identifies several key challenges. Including limited time, lack of institutional support, and insufficient resources. These barriers undermine teaching efficacy and student learning outcomes, as they prevent teachers from seamlessly integrating technology into their pedagogy. The study underscores the urgent need for enhanced support, resources and continuous professional development to empower teachers and enable them to overcome these challenges. The findings contribute to the understanding of the complexities involved in the integration of TPACK in the unique context of Lesotho's higher education system , and provide insights that can inform policy and practice to improve the effective use of technology in teaching and learning.