Life Sciences as a high school subject comprise of complex scientific phenomena that are difficult to understand due to their abstractness. Moreover, teachers ought to possess the necessary knowledge domains and strands interwoven together to ensure fruitful teaching and learning experiences for both teachers and learners, respectively. Hence the importance of the teachers’ Technological Pedagogical and Content Knowledge (TPACK) displaying an intricate interplay among three strands of knowledge namely: technology, pedagogy, and content. Literature emphasizes that having TPACK does not mean utilizing it to result in meaningful learning. Hence, the degree to which both novice and experienced teachers in South African high schools are equipped to apply the TPACK in their teaching remains an area of inquiry. This conceptual study focuses in establishing the extent to which novice and experienced teachers are able to interact the components of TPACK in the teaching and learning of Life Sciences and identify the knowledge gaps in each cohort for possible intervention for future studies. A systematic literature review was used to collect data with the inclusion criteria which considered literature based on South African teaching and learning context, TPACK Framework, Life Sciences teaching, Novice and experienced teachers. Data was analyzed thematically and findings of the study revealed that novice teachers often use educational apps for content delivery but fail to integrate them into pedagogical strategies. As such, the proficiency of novice teachers in integrating TPACK can be evaluated as moderate but incomplete, largely due to a lack of practical experience and resource limitations. In contrast, experienced teachers demonstrate higher proficiency in Content Knowledge (CK) and Pedagogical Knowledge (PK) but exhibit low to moderate proficiency in integrating Technological Knowledge (TK) with their teaching practices. Experienced teachers often face considerable challenges in incorporating technology due to technophobia, a lack of sufficient training, and resistance to adopting new technological tools like interactive whiteboards limits their ability to fully implement the TPACK framework. There is an indication that both novice and experienced teachers require more targeted professional development and access to resources to improve their TPACK. Addressing these challenges would enhance both groups' ability to implement TPACK holistically in South African classrooms, thereby improving teaching and learning outcomes.

Keywords: TPACK Framework, Life Sciences teaching, Novice and experienced teachers.