This paper explores teachers’ self-perceived Technological Pedagogical Content Knowledge (TPACK) within Malaysia’s gifted education context specifically among educators in the Permata Pintar program. The TPACK framework developed by Mishra and Koehler (2006) is a framework that combines technological, pedagogical and content knowledge to enable effective and meaningful integration of technology into teaching. This conceptual paper emphasizes how teachers perceive their own competence in integrating these domains and how this perception influences their instructional practices. The literature reveals that self-perception plays a key role in shaping a teacher’s confidence, willingness to innovate and readiness to adopt technology in the classroom. However, limited studies have focused on self-perceived TPACK among teachers of gifted students in Malaysia. Furthermore, the paper examines various influencing factors such as professional development opportunities, frequency of technology use, availability of digital resources, institutional support and collaboration with colleagues. These contextual elements have been shown to significantly shape how teachers evaluate their technological integration skills particularly in high-performance learning environments. This paper highlights current gaps and provides direction for future research and policy development. It offers a foundation for improving technological integration through a better understanding of teachers’ beliefs about their own capabilities.
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