Engage or Evade?

The increasing reliance on online faculty development programs (FDPs), particularly after the COVID-19 pandemic, has expanded opportunities for teachers’ professional learning. However, access to and benefits from these programs remain uneven across regions. Anchored in the technology acceptance model (TAM) and adult learning theory (andragogy), this study examines college teachers’ engagement with online FDPs in Assam, India, focusing on participation patterns, motivating factors, perceived barriers, and the impact of these programs on teaching practices and professional growth. Adopting an explanatory sequential mixed-methods design, the study first surveyed 208 college teachers across the state, followed by in-depth interviews with fifteen participants to capture nuanced experiences. Findings indicate that 84.6% of respondents had participated in at least one online FDP. Key motivators included relevance to classroom teaching, opportunities to acquire practical skills, perceived improvement in teaching effectiveness, and peer encouragement. Major barriers were heavy workload, inadequate internet connectivity, and limited institutional support. Participants reported gains in digital competence and greater adoption of learner-centered teaching approaches, while emphasizing the need for subject-specific content, institutional recognition, and flexible program design. The study concludes that online FDPs have significant potential for teacher development in Assam, provided institutional support systems, digital infrastructure, and contextual relevance are strengthened.