<![CDATA[Elementary school teachers in Soco Village still face limitations in developing interactive learning multimedia that is accessible to students with diverse learning needs. This community service program aimed to strengthen the competence of 24 teachers from three partner elementary schools in designing, producing, and implementing inclusive interactive learning multimedia. A 12-week hybrid (face-to-face and online) training was delivered, comprising needs assessment, workshops on multimedia learning principles and Universal Design for Learning (UDL), guided practice based on the ADDIE model, classroom implementation coaching, and Kirkpatrick's four-level evaluation. Data were collected through pre-post competence tests, a product rubric, classroom observations, and questionnaires, and were analyzed using descriptive statistics, paired t-tests, effect sizes, and normalized gain. Teachers' competence scores increased from 47.3 to 71.1 (normalized gain = 0.45; medium category; p < 0.001). Forty-one multimedia products were produced; the proportion meeting the alternative text/captioning criterion rose from 8.3% to 80.5%. Among students (n = 96), mean learning outcomes increased from 58.3 to 76.2 and mastery from 13.5% to 74.0%, including gains among students with special needs. Practice-based hybrid training with mentoring appears promising for strengthening teacher competence while supporting inclusive learning; a community of practice is recommended for sustainability.]]>
