Main Article Content
Abstract
This study explores the role of digital content in enhancing teacher professional development in the context of the National Education Policy 2020 (NEP, 2020). A descriptive survey method was employed; 100 secondary school teachers were selected to collect data, and questionnaires were made to collect the data from Teachers. Data was collected through a questionnaire using Google Forms. The study investigates teachers' perceptions of digital content effectiveness, identifies the most effective types of digital content, and examines the barriers and facilitators to its adoption. The findings highlight the potential of digital content to enhance teacher professional development, particularly in areas such as pedagogical innovation and subject matter expertise. However, challenges such as the digital divide, content quality, and institutional support need to be addressed to fully leverage digital content for teacher development. The study's insights inform the design of effective digital-content-based professional development programs aligned with NEP 2020 goals.