Developing a TPACK Framework‑based Training Model for Promoting Managerial Competence of Non‑Teaching Staff in China’s Continuing Education: A Systematic Literature Review

Abstract

The digitalisation of China’s continuing education demands new managerial competencies for non‑teaching staff. While the Technological Pedagogical Content Knowledge (TPACK) framework effectively guides teacher professional development, its application to non‑teaching personnel remains unexplored. This systematic literature review analyses 50 empirical studies (2021–2025) from Scopus, Web of Science, Google Scholar, and CNKI. It synthesises evidence on TPACK‑based training models and key influencing factors (self‑efficacy, technological knowledge, pedagogical knowledge, content knowledge). Findings reveal that existing TPACK training models target teachers in formal education. Only six studies involve non‑teaching personnel (e.g., corporate trainers, educational managers), and none explicitly address managerial competence in China’s continuing education. Contextual factors such as institutional support, adult learning principles, and specific managerial roles (planning, organising, leading, evaluating) are consistently overlooked. This review identifies a critical gap: no validated, context‑sensitive TPACK training model exists for non‑teaching staff in Chinese continuing education. The study provides an evidence base for designing a dedicated TPACK‑based model to promote managerial competence, arguing for the reconceptualisation of TPACK as an adaptive framework for non‑teaching personnel in adult learning contexts.