<![CDATA[Higher education is expected to prepare prospective teachers who possess not only strong disciplinary knowledge but also the cognitive, affective, and twenty-first-century competencies required to respond to the demands of digital-age education. However, teaching materials that effectively integrate technological, pedagogical, and content knowledge remain relatively limited, creating challenges for achieving these learning outcomes. The present study examined the educational potential of TPACK-integrated vertebrate zoology teaching materials in supporting the cognitive competence, affective competence, and twenty-first-century skills of prospective biology teachers. A quasi-experimental one-group pretest-posttest design was employed involving 38 undergraduate students enrolled in the biology education study program at Universitas Islam Riau. Data were collected using cognitive achievement tests, affective observation sheets, and a questionnaire assessing students' twenty-first-century skills. The resulting data were analyzed through descriptive statistics, normalized gain (N-Gain), paired-samples t-test, and Cohen's effect size analysis. Students' mean cognitive score increased from 63.68 before the intervention to 80.03 after the implementation of the TPACK-integrated teaching materials. The observed improvement corresponded to a moderate N-Gain (0.46) and was statistically significant (p < 0.001), while the observed pretest-posttest difference yielded a large standardized effect size (Cohen's d = 1.26). Students also demonstrated excellent affective competence across all assessed indicators, while their twenty-first-century skills were classified as excellent across all four dimensions, with collaboration recording the highest mean score (M = 4.51; 90.2%). Overall, the findings suggest that TPACK-integrated vertebrate zoology teaching materials have educational potential for supporting the cognitive competence, affective competence, and twenty-first-century skills of prospective biology teachers.]]>
