<![CDATA[This study aimed to describe the Technological Pedagogical Content Knowledge (TPACK) of English teachers at SMPN 2 Gunung Talang, Solok Regency, and to identify the challenges they encountered in integrating technology into English language teaching. This study employed a qualitative descriptive approach. Data were collected through classroom observations based on the seven TPACK domains, namely Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK), as well as semi-structured interviews with English teachers. The findings revealed that the teachers consistently demonstrated all TPACK domains by utilizing laptops, LCD projectors, and PowerPoint presentations while implementing discussion-based, student-centered, and scaffolded learning that connected English content to real-life contexts. The teachers also integrated applications such as Wordwall, Quizizz, and Liveworksheets into inquiry-based, project-based, and differentiated instruction. Their technological competence was developed through professional development programs, social media, and collaboration with colleagues. However, technology integration remained constrained by limited projector availability, unstable electricity and internet connectivity, and varying levels of technological competence among teachers. These challenges were addressed by preparing printed instructional materials and sharing available facilities. The findings indicate that the teachers have achieved a good level of TPACK integration; however, strengthening Technological Knowledge (TK), particularly regarding the use of Artificial Intelligence (AI), remains a priority for sustainable professional development.]]>
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