Abstract The professional development (PD) of special education teachers (SETs) in Pakistan is crucial for ensuring special education and addressing the diverse learning needs of students with disabilities. While global research highlights the effectiveness of disability‐specific modules, practical workshops and sustained mentoring, Pakistan continues to face systemic challenges, including insufficient resources, limited specialised training opportunities, weak career advancement pathways and minimal cross‐cultural exposure. This study aimed to assess the challenges in PD programmes for SETs and to identify future needs for improvement. A mixed‐methods convergent parallel design was employed, combining quantitative and qualitative approaches. Data were collected through a validated structured questionnaire administered to 390 SETs across Punjab (Cronbach's α = 0.974) and through semi‐structured interviews with 20 stakeholders, continued until data saturation was achieved, including trainers, institutional heads and programme directors, selected using multistage sampling. The findings revealed significant systemic gaps, such as the predominance of generic rather than disability‐specific training content, the lack of practical applications and follow‐up support and barriers to equitable access, particularly for teachers in peripheral areas. Teachers and stakeholders consistently emphasised the need for hands‐on workshops, specialised strategies personalised to different disabilities and contextually relevant training materials. The study recommends the development of needs‐based PD programmes that include disability‐specific modules, certified trainers and hybrid delivery models. Aligning national PD reforms with the Convention on the Rights of Persons with Disabilities (CRPD) and Sustainable Development Goal 4 (SDG 4) is essential for ensuring equity, inclusivity and sustainability in Pakistan's special education system.
Khan et al. (Fri,) studied this question.