The purpose of this study was to investigate the effect of a professional development workshop conducted on a technology-enhanced climate change curriculum that aimed to foster faculty members’ technological pedagogical content knowledge (TPACK) and their cognitive structures. For this purpose, a total of 24 faculty members, from Türkiye, Bulgaria, Lithuania, and Latvia were trained at a three-day faculty training event in Latvia. It was presented during the 7th International Information Technology and Engineering Education Congress.
