Power of Didactic Pairs in Professional Training: A Quantitative Study on Certified Field Instructor (CFI) in Bangladesh. Bari Kahar Felice Tilin This study investigated the effectiveness of Didactic pairing, a peer-based learning model, in CPR training programs using Kirkpatrick’s four-level evaluation model and Greene’s complementarity framework for data triangulation. Conducted over 12 weeks with 65 participants from the Daffodil Group in Bangladesh, the research compared outcomes between independently trained learners and those assigned to structured learning pairs. Three surveys captured participants’ reactions, knowledge gains, and behavior changes, while internal HR records validated observed performance outcomes. The results revealed statistically significant advantages for Didactic learners. These participants demonstrated 4X higher potential to receive professional certification than their counterparts. These findings underscore the value of collaborative learning structures in enhancing both technical proficiency and knowledge-sharing behaviors, which are key components of workforce readiness and emergency response effectiveness in resource-limited settings. Despite its promising results, the study acknowledges limitations such as modest sample size and possible selection bias. Still, it contributes to a growing body of research affirming that intentional peer structures can amplify training outcomes, especially in high-stakes, life-saving contexts