<p>This study examined the perceived contribution of two online professional development tools – an online game (<i>EmpowerED</i>) and a simulation workshop – on teachers’ professional identity (PI) profiles. Given that teacher development and retention rely heavily on resilience and empowerment, especially during remote teaching in times of crisis, there is a growing need for scalable digital tools that support these capacities. While gamification has been shown to enhance student motivation, few studies have explored its impact on teachers’ professional growth, and this is a novelty of this study. The goal of the present study was to address that gap by comparing the perceived contribution of a resilience-focused digital game to that of a simulation with professional actors. A mixed-methods design was employed with 229 teachers who were invited to participate as part of a professional development course. They were divided into a game group (<i>N</i> = 102) and a simulation group (<i>N</i> = 127). Quantitative findings using t-tests, ANOVA and regression analysis revealed no significant overall differences between groups, though each format emphasized different aspects of PI: the game was perceived to strengthen collegial belonging, while the simulation supported self-efficacy. During the participants’ activity selection process, some self-selection bias may have occurred. Qualitative analysis highlighted differing thematic emphases aligned with the design goals of each tool. The findings support the potential of accessible, cost-effective digital platforms in the promotion of teachers’ resilience and empowerment. These implications are relevant for policymakers, professional development programs, and educational leaders aiming to nurture teachers’ resilience and well-being across career stages.</p>