Introduction Effective teacher training is essential for academic success, yet its impact remains under-explored in developing contexts. This study investigated the relationship between teacher training as a professional development (TPD) approach and undergraduate curriculum implementation in Somaliland universities. Methods A quantitative, cross-sectional design was employed, surveying 270 university teachers and 1,350 students across four purposively selected higher education institutions. Three training modalities—on-the-job, off-the-job, and e-training—were examined in relation to curriculum implementation. Results Engagement with all modalities was moderate on a five-point Likert scale ( M = 3.17–3.20). Correlations between each training modality and curriculum implementation were strong ( r = 0.85–0.89, p 0.001). The shared variance between the variables was substantial (R 2 = 0.951), and standardized effects were comparable across modalities (β = 0.33–0.34, p 0.001). Higher engagement in e-training was associated with slightly higher levels of curriculum implementation compared to on-the-job and off-the-job training. Discussion Findings indicate that structured, blended training is positively associated with curriculum implementation in resource-constrained higher education systems.
Ali et al. (Wed,) studied this question.