Published Paper Details:

Abstract: Continuous Professional Development (CPD) is globally recognized as a critical determinant of teaching quality and student achievement [1]. In India, national digital platforms such as DIKSHA, NISHTHA, and SWAYAM have expanded access to teacher upskilling at an unprecedented scale, particularly after the COVID-19 pandemic [3][5][7]. The National Education Policy (NEP) 2020 further institutionalizes lifelong professional learning by mandating a minimum of 50 hours of annual CPD for teachers through blended modes [4]. This study critically examines the effectiveness, challenges, and institutional implications of online teacher upskilling in India using secondary data analysis and systematic literature review. Data were drawn from national policy documents, Ministry of Education reports, platform analytics, UNESCO and OECD publications, and peer-reviewed studies published between 2018 and 2024 [3][16][17]. Descriptive trend analysis was applied to participation statistics, while thematic synthesis was used to examine learning outcomes and implementation barriers [15]. Findings indicate that online professional development has improved teachers' digital competencies, pedagogical awareness, and access to professional learning communities [11][14]. However, persistent issues such as the digital divide, low completion rates, limited mentoring, and weak classroom transfer constrain long-term impact [12][7][15]. Comparative evidence suggests that countries integrating online learning with school-embedded mentoring systems achieve stronger instructional improvement [18][19]. The study concludes that online upskilling must be embedded within institutional ecosystems to achieve sustainable professional growth aligned with NEP 2020 objectives [4][21].