Blended learning approaches are considered as the most viable for the delivery of training to remote areas and accessing learners at a mass level. Blended learning is a combination of different learning approaches to facilitate the learners’ needs. The National Vocational and Technical Training Commission (NAVTTC) conducted an in-service vocational teachers’ training program through blended learning approaches in Pakistan. This study aimed to find the appropriate blend of face-to-face, online, and offline learning approaches for the training of in-service teachers in Pakistan. A mixed methods research approach was adopted. A survey collected data from 781 in-service vocational teachers who participated in training programs through blended learning approaches. The ANOVA test was applied to find the difference of the training participants’ attitude toward different modes of learning. It was found that trainees had more positive attitude toward a face-to-face learning approach than online and the online learning approach than offline learning. Semi-structured interviews were also conducted with training participants, admission and placement officers, and principals. They also endorsed that face-to-face learning approaches must be given more weight than online, and the online approach should have more weight than the offline approach. This study has practical implications for technical education and vocational training (TVET) institutes in developing countries such as Pakistan to design blended learning approaches for the training of in-service vocational teachers. Future research may be conducted on the effectiveness of in-service vocational education teachers through blended learning.

Teacher education has a large and favorable impact on a teacher’s performance. Effective training brings improvement in the productivity and performance of employees due to the acquisition of new knowledge and skills. The National Vocational and Technical Training Commission organized an in-service vocational teachers’ training program through blended learning approaches in Pakistan. This study aimed at finding out the effectiveness of that in-service vocational teachers’ training program. The four levels of the Kirkpatrick model were used as the theoretical framework. A survey approach was used to collect data from 629 in-service vocational teachers who took part in the training program through blended learning approaches. Partial least square structural equation modeling was applied to find the hierarchal relationship among the four levels of the Kirkpatrick model. The results of the current research revealed that trainees were satisfied at all four levels of the Kirkpatrick model, including the reaction, learning, behavior and results. A hierarchal relationship between the four levels of the Kirkpatrick model was also found for the evaluation of the training program. The direct effect of the reaction had a positive and significant relationship with learning, learning with behavior and behavior with the results. The results of the specific indirect relationship among the four levels clearly depicted that behavior was mediated through learning and the results, learning was mediated through the reaction and behavior and behavior was mediated through the reaction and results. This study is useful for vocational education institutions and skill development policymakers to design in-service training programs for in-service teachers. Future studies can be conducted about the adaptation of instructions for the in-service vocational teachers’ training program through blended learning approaches.