Navigating the Digital Turn: A Critical Review of Teacher Professional Development in the Post-2020 Era

Abstract

The landscape of education has undergone a dramatic change with respect to Teacher Professional Development (TPD) and the demands that require TPD to evolve from an approach centered around one-off in-person workshops to a focused approach of ongoing, technology-enhanced professional learning. This review examines the evolution of TPD from 2020 to 2026 and provides an overview of TPD acting as continuous professional development opportunities (CPD) through a systematic review of key themes in research related to TPD. This includes the need for integrating TPACK (Technological Pedagogical Content Knowledge); the increase in online Professional Learning Communities (PLCs); and the transformative impact of national policies such as India’s NEP 2020. A synthesis of the literature reviewed both globally and within the Indian context emphasizes the effectiveness of blended learning models; continues to address issues surrounding the digital divide that exists when implementing equitable practices; identifies weaknesses in existing literature concerning long-term sustainability of digital TPD; and puts forth suggestions for conducting longitudinal studies in the future.