PCF10 Sub-theme: Inspiring Innovations [POSTER] // The shift from in-person to blended and online delivery of Continuous Professional Development (CPD) of teachers has created various challenges. First, blended and online learning can impact the quality of learning. Some participants find it difficult to self-regulate, plan their learning and complete activities within the set deadlines. Secondly, blended and online CPD can influence the intensity of learning. Lastly, offering CPD programmes online may have equity implications. VVOB – education for development in partnership with Rwandan education authorities, experimented with a conversational learning pilot (WhatsApp bot) to strengthen teachers’ involvement. A treatment-control group research design was used in two blended CPD programmes. The total sample consisted of 417 educators. Findings reveal that additional WhatsApp input helps teachers to move through the online courses, positively influencing their learning. Almost all participants indicated that the additional WhatsApp support was crucial for their timely delivery of tasks. No significant differences in learning outcomes were identified when comparing with a counterfactual. Regarding equity-related challenges, positive effects were identified on the inclusion of older age groups. // By discussing these findings, VVOB wants to explore with the conference audience how semi-automated systems can be further deployed to support teachers and school leaders in their lifelong learning. // Paper ID 0907