30, October 2026

OPPORTUNITIES AND CHALLENES FOR ONLINE CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS IN INDIA:A CRITICAL REFLECTION

VOLUME-10; ISSUE-10; OCT-2026

Author(s): Manoj Mirdha

Authors Affiliations:

Research Scholar, Department of Education (C.I.E) University of Delhi, Delhi India 110007

DOIs:10.2017/IJRCS/202610006     |     Paper ID: IJRCS202610006


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Continuous professional development CPD has emerged as an important for improving effectiveness for teachers. In the context of continuous educational reformation under the guidance of the National Education Policy 2020. (MHRD, 2020, p 22). With the increasing integration of ICT in education, teachers need to engage in continuous learning beyond the conventional face-to-face learning models. In recent years, professional development of teachers has been gradually conducted through various online platforms such as Google Meet, Microsoft Team, and Zoom. This transformation is now we called as continuous professional development through online mode. This study is conducted by using an unstructured narrative review of 28 research articles to present a critical review of the opportunities and challenges associated with online CPD, as well as identify major areas for possible research directions. Through the narrative analysis of literature, the investigator finds various advantages and barriers of OCPD, including advantages like flexibility in learning and a scope of scalability across diverse geographical regions. Several ICT-enabled platforms such as DIKSHA, SWAYAM, and NISTHA have played a prominent role in reaching a greater number of teachers, particularly those working in remote and marginalised areas. Where access to conventional learning opportunities has often been restricted. These digital platforms allow participants to engage in self-paced training and provide access to various pedagogical resources. In this study, the investigator has highlighted persistent challenges that limit the effectiveness of online CPD for teachers. Problems like digital literacy, inadequate infrastructural facilities, digital divide, and limited scope for meaningful interactions affect the teacher participation and engagement. In this study, it has been argued that while CPD has considerable transformative potential. Its success depends upon the well-structured design, reliable systematic institutional support and active engagement of teachers.

OPCD, TEACHER, NEP-2020

Manoj Mirdha (2026); Opportunities And Challenges for Online Continuous Professional Development of Teachers In India: A Critical Reflection, International Journal of Research Culture Society,    ISSN(O): 2456-6683,  Volume – 10,   Issue –  10,  Available on – https://ijrcs.org/

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