Developing a National PD Model The global education landscape is rapidly embracing technology, yet Libyan schools reflect insignificant changes. A lack of comprehensive national strategy for digital transformation leaves educators without a roadmap for innovation. As a GCT, I'm attempting to deploy Google Workspace for Education in the local education system. My focus is on establishing sustainable professional development (PD) programs based on Google Certifications for Educators. Initially, I proposed a national PD vision to the General Center for Training and Education Development (GCTED). I also facilitated meetings with Google Partners, Head Offices, and Libyan stakeholders. However, these efforts only resulted in a few training opportunities where I managed to train a limited group of educators. Shifting my strategy, I approached telecommunication companies' social responsibility offices. Securing funding for PD programs as part of their community services seemed promising. Unfortunately, a year of negotiations didn't yield any agreements. Even when I targeted the private sector of international schools, in a plan to change my perspective and take a step back, thinking that starting small may be a better approach, I've faced the same obstacles, workshops and presentations remained introductory, failing to translate into strategic decision-making or broader impact. Throughout my four years of experience, educators who I’ve met and trained have consistently expressed a strong desire to join recognized and accredited PD programs supported by the Ministry of Education (MoE), and they feel dispersed due to the absence of a clear plan.. The MoE needs well-oriented partners to drive nationwide adoption of digital learning initiatives and lead systemic change. The Challenge is to push on all initiatives to give educators the chance to practice an inclusive solution. This will propel Libya towards its vision of national digital transformation.