A year on, a post-test of TPACK is submitted to analyze the increasing use of technology integration to an international learning community. In this chapter, the authors aim to check how the participants elated to the project have consolidated the skills learned in an international blended learning project -done before COVID-19, in light of the lived pandemic experiences. The research question is: How does an international blended learning program impact teacher-educators professional development? What about the long-term impact of the program after one year on? Some statistical analyses are performed and discussed.