Effect of Techno-Pedagogical Skills on the Teaching Effectiveness of Political Science Teachers in Higher Education

The rapid advancement of digital technologies has transformed the nature of teaching and learning in higher education. The integration of technology into teaching is no longer limited to the use of computers, presentation software, or online learning platforms; rather, it requires teachers to understand how technology can be meaningfully integrated with pedagogy and subject-specific content. In this context, techno-pedagogical skills have become an important professional competency for teachers in higher education. The present study focuses on the effect of techno-pedagogical skills on the teaching effectiveness of Political Science teachers in higher education. Political Science is a discipline that requires not only the transmission of conceptual and theoretical knowledge but also the development of critical thinking, political awareness, democratic values, analytical reasoning, discussion skills, and active citizenship among learners. Therefore, the effective integration of technology with appropriate pedagogical strategies may enhance the quality of Political Science teaching. The study is grounded primarily in the Technological Pedagogical Content Knowledge (TPACK) framework proposed by Mishra and Koehler (2006), which emphasizes the interaction among technological knowledge, pedagogical knowledge, and content knowledge. The study adopts a descriptive and analytical research approach based on a review of relevant scholarly literature and policy documents. The discussion examines the relationship between teachers' techno-pedagogical competencies and various dimensions of teaching effectiveness, including lesson planning, classroom interaction, learner engagement, explanation of complex concepts, assessment, feedback, critical thinking, and student-centred learning. The analysis indicates that techno-pedagogical competence can contribute to teaching effectiveness when technology is selected according to instructional objectives and integrated with appropriate pedagogical practices. However, technology alone cannot guarantee effective teaching. Teachers' subject knowledge, pedagogical competence, digital literacy, institutional support, professional development, accessibility, and ethical use of technology are equally important. The study concludes that systematic development of techno-pedagogical skills among Political Science teachers can strengthen teaching effectiveness and contribute to more interactive, learner-centred, critical, and contemporary higher education.