Abstract :
Despite increasing recognition of teacher professional development as a driver of educational quality, limited research examines the long-term, multifaceted impact of the English Language Teaching Reforms Project of the Higher Education Commission (ELTRP-HEC) on English teachers in Pakistan’s public sector universities. This study aimed to evaluate ELTRP-HEC’s influence on teachers’ research competencies, pedagogical practices, and professional capacity-building. A qualitative design was employed, involving purposively selected participants who had engaged in ELTRP-HEC activities. Data were gathered through semi-structured interviews and analyzed thematically. The study holds significance as it provides evidence of transformative professional development in a developing country context, offering insights for policymakers and program designers. Findings revealed notable improvements in research skills, adoption of student-centered and active learning strategies, enhanced classroom management, and increased use of technology. Capacity-building was strengthened through specialized training, access to resources, mentorship, and leadership opportunities. The study concludes that ELTRP-HEC has fostered sustainable pedagogical change, professional growth, and institutional improvement, reinforcing the value of transformative approaches in teacher development.