A recent study aims to investigate the integration of content, pedagogical, and technological knowledge in chemistry teaching during the pandemic. It proposes a framework that combines Johnstone’s triangle and TPACK to enhance chemistry education through the incorporation of digital technologies. The findings highlight the need for chemistry teachers to improve their scientific knowledge and ICT-related skills. Recommendations include providing training courses for teachers to effectively integrate technology in a pedagogically appropriate manner and enhance students’ chemistry learning experience.

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