A mixed-methods reflective inquiry anchored on a participatory action research framework, the study will explore the possibilities and limitations of institutionalizing a continuing professional development (CPD) program within DepEd for school heads and supervisors on the effective use of EdTech to enhance K-12 learning outcomes, while addressing specific gaps in DepEd’s CPD system related to EdTech. Key activities include co-creating a competency framework and curriculum (Pillar 1), systematizing CPD provision (Pillar 2), and fostering industry engagement and practitioner cross-learning through evidence cafes and community of practice-building (Pillar 3). This work aims to contribute to the body of knowledge on effective, equitable and sustainable large-scale policy and program reform in the field of EdTech, particularly in Global South contexts.