This study examines the perceptions of novice and experienced translation instructors at Saudi universities regarding Technological Pedagogical Content Knowledge (TPACK) and its role in their professional development. Using a descriptive survey approach, the researchers surveyed 100 instructors across various Saudi universities with a questionnaire aimed at assessing TPACK-related competencies and attitudes. Findings indicate that most instructors hold a positive outlook on incorporating technology in translation teaching, though their knowledge level on TPACK is considered average overall. Both novice and experienced instructors reported that their professional development benefited significantly from digital tools, fostering better lesson planning and student engagement.
The study also identifies that factors influencing TPACK development include instructors' capacity to use multimedia resources, plan effective lessons, adapt to students' needs, and apply collaborative tools in translation education. Furthermore, educational background and digital technology experience emerged as critical predictors of instructors’ TPACK efficacy. Implications for enhancing professional development among translation instructors are discussed, recommending increased access to educational software and targeted training to meet contemporary educational demands.