AUTHOR DETAILS
| Author Ananya Sanjeev Khar | Co-Author Satya Prakash Vidyarthi |
| Corresponding Author Email apsjcananya@gmail.com | Publication Date 30/03/2026 |
ABSTRACT
Effective online professional development for teachers is now more important than ever due to the transition toward digital learning. Educational institutions and policymakers must comprehend how online training enhances teachers’ instructional abilities, topic knowledge, and technical proficiency. This study examines how well online training programs work and pinpoints the elements that make capacity building successful. In the context of India’s National Education Policy (NEP) 2020, this study examines the efficacy of online training programs in enhancing teacher ability. The study uses a mixed methods approach to investigate how teachers’ pedagogical knowledge, technological proficiency, and classroom practices are affected by online professional development.
| Keywords: capacity building, digital divide, NEP 2020, online teacher training, pedagogical knowledge, professional development, technological proficiency |
KEY FINDINGS
Research shows that when specific requirements are satisfied — interactive and practice-oriented content, dependable digital infrastructure, ongoing mentorship, and institutional support systems that prioritise real learning over compliance — well-designed online programmes can effectively increase teacher capacity. This study offers empirical evidence that effective capacity building necessitates systemic transformation beyond simple mandates and platforms, which is consistent with NEP 2020’s vision of reforming teacher education. These findings contribute to evidence-based policy refinement for achieving India’s educational transformation goals through genuinely empowered teaching professionals.