This mixed-methods study aims to critically examine the evidence gaps, institutional capacity constraints, and the gendered digital divide that shape the flow of information among stakeholders involved in the implementation of Continuous Professional Development (CPD), with particular emphasis on the Classroom Observation Tool (COT) initiative in Punjab since 2021. By exploring how data is generated, shared, and utilised within this context, the study seeks to identify key facilitators and barriers to evidence-informed policymaking and implementation. Ultimately, it will provide actionable insights to strengthen the effectiveness of teacher training programs, enhance pedagogical practices in classrooms, and inform strategic policy and management decisions in the education sector.
