<![CDATA[This study aimed to determine the extent to which pre-service science teachers at four universities had mastered the TPACK components and the differences between universities. A comparative descriptive design and a quantitative research method were employed. Data were collected using a 68-item multiple-choice test based on the TPACK framework, which included the following seven core components: CK, PK, TK, PCK, TCK, TPK, and TPACK. The study used a purposive sampling technique, involving 243 pre-service science teachers from the four universities. Descriptive statistics, ANOVA, and the Post Hoc Tukey test were employed to analyze the data and identify significant differences among the universities. The results show that students generally have a 82.1% were categorized as Medium, 14.3% as High, and 3.6% as Low of TPACK proficiency, with none falling into the “Very High” or “Very Low” categories. Major differences were observed in CK, PK, PCK, and TCK, with University 1 attaining the highest overall TPACK scores (though CK was comparatively its weakest component) and University 2 scoring markedly lower. These findings suggest that teacher education programs should strengthen the balanced development of CK, PK, and TK within the curriculum and foster inter-university collaboration to close the TPACK mastery gap identified in this study.]]>
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