The study examined the direct and indirect influence of information communication technology (ICT)-integrated curriculum content, material, and teaching strategies on ICT competencies of students in blended learning. The ICT-integrated teaching strategies were used as a mediator in between the relationships of curriculum content, material, and ICT competencies. We used a survey questionnaire containing 26 items on the variables of research in this study. The data were collected from six universities in the Hunan Province of China. The target population consisted of undergraduate students of blended learning. In total, 486 participants participated in the study. Partial least squares-structural equation modeling (PLS-SEM) was applied to measure the relationships among variables. The results revealed that there were significant and positive relationships among ICT-integrated curriculum content, material, teaching strategies, and ICT competencies of students. Furthermore, it was also revealed that ICT-integrated teaching strategies in blended learning mediated the relationships in between ICT integrated curriculum content, material, and ICT competencies. It was concluded that the effective curriculum content, curriculum material, and teaching strategies are the critical predictors of ICT competencies. Moreover, teaching strategies worked as an intervening factor between the curriculum content, curriculum material, and ICT competencies. The practical implications and directions for future research are also presented in this study.

This study proposes a framework for transforming online education for professional development based on prospective teachers' opinions of distance education. One hundred fifty students from Allama Iqbal Open University (Distance Education), from rural and urban areas, were randomly chosen to collect data on several aspects of teachers' professional development, including workshop efficacy, curriculum, evaluation methods, and information and communication technology (ICTs). The data were acquired using a self-developed instrument that was pilot tested. After collection, data were analyzed using means and t-tests. The study found that while AIOU's teacher education programs fulfill the demands of distant students, they do not support prospective teachers' ongoing professional growth. The curriculum of teacher education courses does not completely develop students' creative and professional qualities. There is a lack of balance between theory and practice. The use of ICT in teacher education is not up to standard. The AIOU's teacher education programs also require additional attention to prepare future teachers in remote areas. Distance Education Programs for teachers' CPD requires a lot of focus and excellent tactics. The researchers presented a mechanism to alter distance education for instructors' CPD.