Culture-DPACK: A TPACK scale for evaluating Chinese language teachers' perceptions of integrated literacies

This study introduces the development and validation of the Culture-DPACK scale, a refined assessment tool designed to evaluate Chinese language (CL) teachers' perceptions of their competencies in integrating digital and cultural literacies into their teaching practices. Acknowledging the increasing integration of digital technologies in education, the Culture-DPACK scale addresses the need for a comprehensive framework that captures the interplay of digital, pedagogical, and cultural literacies in language education. Using a mixed-method exploratory sequential design, we collected qualitative data from thematic seminars (n = 91) to inform the initial scale development. Subsequently, a quantitative survey was conducted with 556 CL teachers to validate the scale. The analysis identified five key dimensions: Intrinsic Knowledge Literacy (IKL), Traditional Pedagogical Literacy (TPL), Digital Literacy (DL), Digital Humanities Pedagogical Literacy (DHPL), and General Cultural Literacy (GCL). Reliability and validity analyses supported the robustness of the scale, with Confirmatory Factor Analysis (CFA) confirming strong model fit. The Culture-DPACK scale provides educators and researchers with a reliable and valid instrument to assess teachers' competencies in integrating disciplinary knowledge, traditional and digital humanities pedagogy, digital skills, and cultural literacy into their instructional practices. Its application provides insights for designing targeted professional development programs and informs instructional strategies, addressing the evolving demands of contemporary education. By examining the interactions among multiple integrated literacies, this study advances educational technology research and supports sustainable teaching practices in digitally and culturally enriched learning environments.