WANG, HONG QI
National Chengchi University of Education Department Student
Email：silku812@gmail.com
POCK, YI FENG
National Chengchi University of Education Department Student
Email：pockyifeng@gmail.com
YANG, SHENG CHE
National Chengchi University of Education Department Student
Email：ncy598@gmail.com
Abstract
This study explores how a junior high school teacher in Taipei integrated the TPACK framework, the HiTeach smart classroom system, the 5W1H questioning strategy, and Generative Artificial Intelligence (GAI) tools to design and implement an inquiry-based gender equality unit in a global issues course. Employing a mixed-
methods approach, the research analyzed both quantitative data (e.g., interaction metrics, engagement rates) collected through the HiTeach system and qualitative data including classroom observations, student artifacts, and reflective reports.
The initial findings indicate that digital tools significantly enhanced student participation and critical thinking, while the teacher demonstrated flexible integration of the three TPACK domains. GAI tools were effective in organizing factual responses but limited in interpreting emotional or value-laden statements, requiring teacher intervention. The study proposes a TPACK-GAI integration model and an observation rubric for smart inquiry-based instruction, offering practical strategies and theoretical insights for the integration of technology into humanities-oriented curricula, especially in the context of gender equality education.
Keywords: TPACK, Generative Artificial Intelligence, HiTeach Smart Classroom, Gender Equality Education, 5W1H Strategy