Facilitating the emotional intelligence development of students: Use of technological pedagogical content knowledge (TPACK)

The emotional intelligence preparation of students is one of the key focuses in hospitality, tourism, and leisure education. Accordingly, this study developed an 18-h curriculum to enhance the emotional intelligence of students and investigated pre-post course differences under the framework, which integrates technological, pedagogical, and content knowledge (TPACK). Echoing the proposition by Mayer, Caruso, and Salovey's (1999) four-branch model, the current study results verified that this curriculum module effectively promoted the emotional intelligence of students in terms of self-emotion appraisal, others' emotion appraisal, use of emotion, and regulation of emotion. Furthermore, in line with Koehler and Mishra's (2009) proposition, this study provided support to the scales validity of TPACK components. Using structural equation modeling (SEM) analyses, this study also proved the positive contextual influences of components of content knowledge, pedagogical knowledge, technology knowledge, technological content knowledge, and technological pedagogical knowledge on TPACK (Boschman, McKenney, & Voogt, 2015; Ching, Yang, Baek, & Baldwin, 2016; Koh & Chai, 2014; Koh, Chai, & Tsai, 2014). Consequently, this study verified that the implementation of TPACK framework could bridge tacit content knowledge, practice of teaching, and usage of adequate technological methods together for learning effectiveness.