Bridging Readiness, Relevance, and Resources: A Blended Approach to Teacher Professional Development in Vietnam

ABSTRACT Blended teacher professional development (TPD) offers promising opportunities to expand access and enhance teacher learning, particularly in under‐resourced contexts. This qualitative study examined how teachers and trainers experienced blended TPD through in‐depth interviews and a focus group discussion. While participants appreciated the flexibility and alignment with recent curriculum reforms, they faced challenges primarily related to digital readiness, rigid program design, and insufficient support. These barriers undermined meaningful engagement and impeded the transfer of learning into practice. The findings underscore the need for more learner‐centered, contextually responsive TPD that promotes teacher agency, incorporates formative assessment, and builds digital and collaborative capacities. Addressing these dimensions can help blended TPD evolve from a reactive measure into a sustainable model for professional growth, with relevance for Vietnam and similar low‐ and middle‐income contexts.