The rapid shift to remote education has compelled a significant transformation in the teaching methodologies for technical subjects like AutoCAD. This paper investigates the technological interventions implemented by AutoCAD instructors in response to the challenges of online and modular learning environments. The study adopts a mixed-methods approach, beginning with a systematic literature review to identify prevalent challenges and technological solutions documented in academic and technical sources. This is followed by a local survey of 30 AutoCAD teachers in the Schools Division of Pangasinan I, Philippines, to assess the available technological resources, their utilization rates, and the specific challenges faced in a developing country context. Key findings from the literature indicate that while a plethora of advanced software, platforms, and tools are available, their effective implementation is often hindered by issues such as the digital divide, lack of institutional support, and the inherent difficulty of teaching hands-on skills remotely. The local survey corroborates these findings, revealing a heavy reliance on personal resources, unstable internet connectivity, and underutilization of advanced CAD-specific tools. The study reveals that successful interventions often involve a blend of synchronous and asynchronous technologies, including video tutorials, cloud-based CAD solutions, and virtual reality simulations. A strong positive correlation (r = 0.785) was found between the level of technological intervention and teachers’ perceived instructional effectiveness. This research concludes by synthesizing the findings to provide a holistic view of the current state of AutoCAD education, offering recommendations for educators, institutions, and policymakers to enhance the quality of technical instruction in remote settings.