<![CDATA[This study investigates how EFL in-service teachers participating in Indonesia’s Teacher Professional Education Program (PPG) implement the Technological, Pedagogical, and Content Knowledge (TPACK) framework in lesson planning and classroom teaching. The research employed a qualitative case study design involving ten EFL in-service teachers from Universitas Bina Bangsa Getsempena, Aceh. Data were gathered through semi-structured interviews and a Likert-scale questionnaire and analyzed using the processes of data condensation, data display, and conclusion drawing. The findings identified significant divergence between teachers’ perceived competence and their classroom realities. Although nine participants reported high Technological Knowledge and all participants rated their Pedagogical Knowledge positively, survey responses simultaneously indicated substantial infrastructural constraints, including unreliable internet access and unstable electricity. Teachers also reported difficulties maintaining student engagement during technology-supported learning activities and completing planned instruction within the available classroom time. These challenges contributed to a measurable implementation gap, evidenced by the finding that five of seven technology-integrated lesson plans were only partially enacted or not enacted at all. The findings suggest that barriers to TPACK enactment are predominantly contextual rather than cognitive, highlighting the need for infrastructural investment and sustained professional support.]]>
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