Abstract

The rapid transformations in education, technology, and society demand that teachers continuously evolve to remain effective in the classroom and relevant in the profession. Professional development, once considered an occasional training exercise, is now being reimagined as a lifelong process of learning and adaptation. In this context, reskilling—acquiring new competencies for emerging roles—and upskilling—enhancing existing capabilities—have become essential pathways to workplace adaptability for modern educators. This paper, explores how teacher education and professional practice can be transformed to meet the demands of 21st-century learning. It examines the evolving role of teachers as facilitators, mentors, and reflective practitioners, rather than mere transmitters of knowledge. Key areas of reskilling include digital literacy, adoption of blended learning, competency-based pedagogy, and cross-disciplinary teaching. Upskilling, on the other hand, is highlighted through improved classroom management, innovative assessment strategies, research engagement, and integration of inclusive practices. The paper also discusses the challenges educators face in adapting to change, such as resistance to new technologies, time constraints, and unequal access to professional learning opportunities. It argues that workplace adaptability for teachers is not only a matter of individual effort but also requires institutional and policy-level support. Strategies such as self-directed learning through MOOCs, collaborative professional learning communities, and structured faculty development programs are presented as practical approaches. The findings focus that adaptability, rather than static expertise, is the defining competence of the modern educator. By embedding reskilling and upskilling into professional development initiatives, teacher education institutions can cultivate future-ready educators who are resilient, innovative, and responsive to changing educational landscapes.