Background/purpose: This study investigates the evolving role of the Technological Pedagogical Content Knowledge (TPACK) framework in teacher education. It aims to explore the development of TPACK scholarship, identify key contributors, and evaluate its academic and societal impact, thereby offering a comprehensive understanding of its influence on technology-integrated teaching. Materials/methods: A multidimensional analytical approach was employed, combining bibliometric analysis, content analysis, and Altmetric Attention Score (AAS) evaluation. Data were sourced from the Web of Science and Scopus databases, with analyses focusing on publication trends, collaboration patterns, and methodological characteristics of highly cited TPACK studies. Results: Findings reveal a substantial increase in TPACK-related research since 2010, underscoring its growing significance in teacher preparation. The study highlights influential authors, institutions, and thematic shifts, along with regional collaboration patterns. It also identifies limited societal impact, methodological concentration in survey-based studies, and underrepresented regions in TPACK discourse. Conclusion: The study aligns TPACK scholarship with the goals of Education 5.0, particularly in fostering creativity, collaboration, and critical thinking. It underscores the need for more diverse, context-sensitive methodologies and stronger connections between research and practice. By integrating academic and societal impact assessments, this research contributes new insights into TPACK literature and supports global efforts to enhance curriculum design and teacher professional development for equitable and effective technology integration in education.