The Autonomous University of Baja California (Mexico) developed an online training program for regional educational authorities from all over the country. This extensive 180-hour diploma program, organized into three modules, was designed to enhance the capabilities of regional technical teams involved in the professional development of Basic Education teachers. Conducted online from July to December 2024 using the classroom platform, the program enabled nationwide participation and collaboration among regional authorities. The training provided to these teams has the significant potential to improve the professional development of teachers on a national scale. Although they manage teacher professional development in their region, participants were originally teachers. Thus, the diploma program design relied on literature about online professional development for teachers.

Online training programs for teachers in Mexico have experienced significant growth in recent years (Cordero & Vazquez, 2022; Cordero & Cano, 2022), mirroring a global trend in online professional development (Ferdig et al., 2020). Numerous studies have highlighted the benefits of online learning (Amador et al., 2021). Among these advantages are the versatility of digital tools, the opportunity to engage in collaborative work and build professional communities, the ability to design activities that foster reflection on teaching practice, the flexibility of learning schedules, and access to resources and experts that may not be available locally (Bates et al., 2016; Lay et al., 2020).

Quinn et al. (2019) underscore the importance of understanding online programs implementation, complexity, and transferability. To define online professional development (OPD), we refer to the definition provided by Bragg et al. (2021), who describe it as:

structured, formal professional learning that is provided entirely online, resulting in changes to teacher knowledge, behaviour and practices. Evidence of the effectiveness of such learning may include increased teacher capacity to collaborate with internal and external co-workers; increased ability to reflect on their practice; increased confidence in their teaching practice; or the implementation of teaching practices learnt from OPD and their effect on student outcomes (p. 2).

Access to online programs alone doesn't ensure professional learning. If used only for disseminating materials without proper design, technology can create a false sense of effectiveness (Powell & Bodur, 2019). As Schunk (2012) said, technology doesn't cause learning; it applies principles of effective teaching and learning.

The diploma program was designed based on Philipsen et al. (2019) Comprehensive Framework of teacher professional development (TPD) for online and blended learning (OBL). It focused on the components design and develop a supportive TPD program and environment for OBL and determine the overall goals and relevance of TPD for OBL.

The first component, design and develop a supportive TPD program and environment for OBL, focuses on creating online professional learning that aids teachers throughout the training. This includes providing pedagogical feedback, offering a clear development pathway, and ensuring sufficient program duration for effective learning (Philipsen et al., 2019).

The second component, determine the overall goals and relevance of TPD for OBL involves setting clear objectives and procedures to guide teachers through their learning process, thereby providing them with clarity on expectations and how to meet these objectives. It also emphasizes the importance of ensuring that the program is relevant and applicable to professionals in their daily work contexts (Philipsen et al., 2019).

To evaluate the instructional design based on the Phillipsen Framework, a follow-up survey was administered upon the completion of each module. The objective of this study was to evaluate the extent to which the program conformed to the established framework, as perceived by the participants.

The program included participants from 31 of Mexico's 32 regions, representing nearly the entire country. These individuals are responsible for coordinating continuous training initiatives aimed at Basic Education teachers in their respective regions. A total of 115 participants enrolled in the diploma program, divided into five groups, each with a tutor; of these, 82 completed it, and 71 (86.5%) responded to the survey. The Mexican Ministry of Education supported this research. The program had three modules, each ending with a survey called Learning Journal, to identify the participants' perspectives about the instructional design and their professional learning. The survey, conducted via Google Forms, included both closed and open-ended questions to encourage reflection on professional learning (Hall & Wall, 2019). The variables examined in the closed-ended questions included: the duration of the module, the relevance of the activities, the clarity of the instructions, the tutor's expertise and attentiveness, the feedback provided, the environment during the module, the navigation functions, and the diploma manuals. These variables were related to the components of the framework (Philipsen et al., 2019) and analyzed quantitatively. Here are the open-ended questions posed: • In this module, I learned that: • Concepts from the module that are still unclear to me: • Ideas I consider important for my practice and professional development: • Relevant work strategies from the module for my role and why: • How the module content will be useful to me in the future: A qualitative content analysis approach was used to analyze these responses (Vaismoradi & Snelgrove, 2019).

Post-implementation, the Learning journal provided personalized tutor feedback and captured participants' overall opinions about the program. The tutor's high evaluation (85% or more) reflects their expertise, timely feedback, and attention to technical requests, creating a productive learning environment. Respect and trust (92%) highlight the importance of teacher presence in fostering learning. While 90% found the module’s activities useful and well-structured, 76% said asynchronous tasks required more time than planned. This indicates a need to adjust the workload to balance learning objectives with available time and avoid participant overload. Over 90% of participants confirmed the module's accessibility and the clarity of its navigation functions and manuals, suggesting that the technical environment and support resources effectively enhanced the online learning experience. This underscores the significance of a well-designed technical framework in professional development programs. Open-ended responses indicated that participants found the content highly applicable to their professional practice, citing the application of learned practices, increased confidence, improved collaboration, and enhanced professional competencies. The survey emphasizes Philipsen et al. (2019) framework for online teacher development, highlighting activities that match objectives, local needs, and sustainable resource use. The facilitator was key in linking pedagogy and learning, with accessibility, technical support, resources, and clear instructions being crucial for an inclusive experience. The findings show that the module effectively linked learning objectives with workplace needs, proving its pedagogical quality and practical relevance. Advancing the design and implementation of online programs that incorporate key online teacher professional development, such as: relevance, authenticity, usefulness, collaboration, interaction, reflection, and context (Powell & Bodur, 2019), is essential to prevent the mere platformization of teacher professional development. Platformization is a global movement oriented towards a "technical solutionism" that assumes that "digital" provides a satisfactory answer to all the problems or challenges of society (Bullich, 2018).

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