Year: 2025
Type: article
Abstract: This paper examines how technology is being used to enhance teacher professional development (TPD) in Uttar Pradesh (UP), India. It analyses national and state-level digital initiatives (notably DIKSHA and Samagra Shiksha), investigates empirical and policy literature on digital TPD, identifies challenges (infrastructure, digital literacy, contextualization), and evaluates outcomes reported in studies and government documents. Using a mixed-methods approach document analysis of government reports and recent studies plus synthesis of empirical findings the paper argues that technology has substantially expanded access to TPD but that quality, contextual relevance, and equitable access remain key constraints. Recommendations emphasize blended models, contextualized content, strong local support systems (master trainers), infrastructure investment, and data-driven continuous improvement. The study concludes that while technology is a necessary accelerator for TPD in UP, systemic and capacity issues must be resolved for durable impact.
Author: Amita Kushwaha
Institution: Bundelkhand University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4415029801
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