HYBRID TRAINING FOR EARLY CHILDHOOD CARE AND EDUCATION TEACHERS IN SOUTHERN PUNJAB: EFFECTIVENESS, CHALLENGES, AND SUSTAINABILITY IN RESOURCE-CONSTRAINED CONTEXTS

Abstract

Early Childhood Care and Education (ECCE) teachers in resource-constrained contexts face significant barriers to accessing quality professional development. This mixed-methods study examined the perceived effectiveness of hybrid training combining online and face-to-face instruction, for ECCE teachers in Southern Punjab, Pakistan. Survey data from 403 teachers across 11 districts were analyzed using chi-square tests, independent t-tests, and one-way ANOVA, alongside thematic analysis of 268 open-ended responses. Analysis of quantitative and qualitative data revealed critical insights into training implementation and sustainability requirements. The study concludes that hybrid training offers promise for enhancing ECCE teacher competence in under-resourced regions; however, sustained impact requires robust technological infrastructure, continuous expert support, and institutional commitment to ongoing professional development.