Exploring Science Teachers’ Technological Pedagogical Content Knowledge in the Context of Post-COVID Education in Lagos State

This study explored the technological pedagogical content knowledge of Science teachers in the post-COVID-19 educational environment in Lagos State, Nigeria. The forced transition to remote and hybrid science teaching during the pandemic exposed significant gaps in teachers' ability to integrate technology with disciplinary content and effective pedagogy, making a post-pandemic assessment of TPACK essential for resetting professional development priorities. A convergent parallel mixed-methods design was employed. Quantitative data were gathered from 220 Science teachers across Alimosho, Lagos Island, and Kosofe Local Government Areas using the adapted TPACK Survey for Science Teachers with a reliability of 0.83. Qualitative data were gathered through 20 semi-structured interviews. Descriptive statistics and thematic analysis were used for respective data strands, with integration at the interpretation stage. Results showed adequate technological knowledge but low technological pedagogical content knowledge integration, particularly in practical science settings requiring laboratory simulation. Female teachers and teachers in private schools demonstrated higher TPACK scores. The qualitative data revealed that school administrators rarely created conditions for sustained technology exploration. Recommendations included structured post-pandemic TPACK development programmes, peer technology coaching, and school policies that incentivise digital lesson innovation in Science education. Keywords: TPACK, technology integration, Science teachers, post-COVID education, Lagos State.