<![CDATA[The growing influence of digital technologies has reshaped the ways learners access information, construct knowledge, and engage in learning activities. In response to these changes, English teachers are expected to design instructional materials that extend beyond printed texts and incorporate multiple meaning-making resources, including images, audio, video, and other visual elements. Despite the increasing availability of digital tools in schools, their use in English language teaching often remains limited to basic presentation tools, thereby restricting opportunities for richer, more interactive learning experiences. This community engagement program was designed to enhance English teachers’ capacity to create digital multimodal teaching materials that align with the demands of contemporary education. Thirty-six English teachers from various educational levels across Bengkulu Province participated in a practice-oriented training program comprising conceptual enrichment, digital platform exploration, hands-on material development, and reflective evaluation. Data were gathered through participant observation and follow-up interviews. The findings indicate that participants developed a deeper understanding of multimodality and acquired practical experience in designing teaching materials using digital platforms such as StoryJumper, Padlet, and Canva. Participants further reported that the training broadened their perspectives on instructional design and offered practical strategies for creating more engaging, flexible, and learner-centered learning resources. These findings highlight the potential of practice-based professional development initiatives to strengthen teachers’ competencies in developing digital multimodal materials.]]>
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