Abstract

The aim of this study is to identify and analyze the challenges and opportunities faced by educators during the online training of the "English as a Subject for Teachers and Educators" initiative, while evaluating the program's effectiveness in enhancing English language teaching competencies in Punjab. Additionally, the study seeks to provide insights and recommendations for policymakers and educational stakeholders to improve training practices. A self-structured questionnaire was used as a survey form to collect authentic data. A random sample of 500 teachers was selected to gather data through the online survey. Data obtained from the participants was analyzed using simple descriptive statistical techniques, such as percentages. The findings show that the EaSTE training program faces significant challenges, including inadequate technical support, accessibility issues, and a need for improved course structure and content delivery. While there are opportunities for enhancing assessment methods and integrating technology, the program's effectiveness is hindered by gaps in alignment with learner goals, insufficient feedback mechanisms, and a lack of engaging content. Addressing these challenges is crucial for improving learner outcomes and overall program effectiveness. In conclusion, significant challenges for educators, including technological barriers and inadequate course design, hinder effective online training. Despite opportunities for personalized language learning skills and collaboration, the program's effectiveness in enhancing English teaching competencies is compromised by unreliable assessments and feedback. This necessitates improvements in curriculum quality and instructor support to achieve better educational outcomes.