This book aims to provide insights into the field of ICT-related teacher professional development, making valuable theoretical, empirical, and methodological contributions to the research within educational settings in developing countries like Vietnam. Over the years, technology has been an irreversible force driving educational transformation. Teachers’ digital competence is increasingly essential for the effective integration of educational technology across curricula and plays an important role in ensuring quality assurance. English language teachers worldwide face similar challenges in upskilling and reskilling due to the fast development of information technology. In response to these global and local demands, governments from different continents (e.g. Asia, Europe or Africa, etc.) have been investing in educational technology as a pathway to sustainable social development. In-service digital mediated training is essential for teachers’ upskilling and reskilling, requiring a context dependent framework for ICT-related professional development. Although numerous studies address the theme of educational technology, this book stands out as the first to establish a framework grounded in general theory of pedagogy, andragogy and a comprehensive need analysis. The empirical triangulation research with data collected from the surveys, interviews and meta-document analysis was employed in this study. This book provides practical guidelines and recommendations for policy makers, educators, curriculum designers and academic scholars. The findings offer valuable insights for language teacher educators and trainers, guiding an effective technology integration in English language education and shaping forward-thinking approach in a digitalized world.