The present study explores Iranian EFL teachers’ noticing quality of pedagogical content knowledge and the suggested standards for integrating teachers` knowledge from teachers’ standpoints. The participants included 15 female and male EFL teachers aged 34 to 45 teaching in universities and institutes in Tehran and Karaj. In order to collect the data, semi-structured interviews were held. It was a WhatsApp-based interview and the data were analyzed through content analysis. The results of data analyses indicated that the participants noticed the teachers' knowledge integration, technological integration, pedagogy integration, contextual gaps, reflection-based analyzing reasoning-based seeing. Most of the participants have a positive vision of technology and knowledge integration. The consequences of the study showed a shift from pedagogical standpoints toward cybergogy and heutagogy stances to maximize the teacher quality and pedagogical content knowledge. The interview procedure was the first phase of developing an integrated questionnaire to assess teachers` knowledge. The notified concepts of this phase were considered for developing components of the questionnaire items. Manuscript profile

Abstract: Integrating technology into instructional designs is currently a growing topic in higher education. This study sheds light on the integration of technology and KARDS factors. The researcher designed the integrated version of the teachers’ knowledge questionnaire to provide a more comprehensive understanding of teacher’s knowledge. This study aimed to develop and validate a Teachers’ Integrated Knowledge Questionnaire (TIKQ) through a quantitative investigation. The researcher aimed to assess individuals’ integrated knowledge in a specific domain. This research involved multiple stages: item generation, pilot testing, and statistical analysis. The researcher generated a pool of potential items for the TIKQ. These items covered various aspects of integrated knowledge within the chosen domain. The questionnaire was piloted and administered to 461 teachers in the second segment, which included 58 items. To determine if the trait structure of the teachers’ integrated knowledge questionnaire enjoys a good fit, statistical analysis techniques such as factor analysis and confirmatory factor analysis (CFA) were conducted. Cronbach’s alpha reliability and structural equation modeling were used to measure the internal consistency reliability of the teachers’ Integrated Knowledge Questionnaire (TIKQ). The new version of the integrated knowledge scale will assist teacher trainers in assessment of teacher’s knowledge. The findings from this study will contribute to developing an effective tool for measuring integrated knowledge in a specific domain. The tool can be used in various contexts, such as educational settings, research studies, and professional assessments. Manuscript profile