Examining the Feasibility of Incorporating Social Media Platforms into

Professional Training Programs

Malak Alharbi

1,2 a

, Jennifer Warrender

and Marie Devlin

School of Computing, Newcastle University, U.K.

College of Computer Science and Engineering, Jeddah University, Saudi Arabia

Keywords:

Social Media Application, Pre-Service Teaching and Learning, Professional Training.

Abstract:

The efﬁcacy of incorporating social media platforms into professional training programs remains uncertain and

ambiguous. To optimize the effectiveness of utilizing social media platforms in such programs, it is imperative

to comprehend the requirements and inﬂuences of instructors and organizations, as well as the preferences and

needs of the target audience. This necessitates ﬁnding a harmonious balance between leveraging the interac-

tive features of social media and effectively mitigating potential challenges. That is why this research adopts a

qualitative case study approach in order to examine the feasibility of incorporating social media platforms into

professional training programs. The study involved pre-service instructors from three universities in Saudi

Arabia which pursued their studies at the faculty of Computer Sciences and engaged in training courses. The

ﬁndings of the study indicate that, Twitter emerges as the predominant social media application employed

for educational and learning endeavours on a daily basis. The level of belief in the efﬁcacy of social media

applications as effective learning environments is substantial. Despite the considerable difﬁculties individ-

uals encounter in communicating with their peers and professionals during training courses, the individuals

involved persist in their efforts. The inﬂuence of social media applications on the sharing of learning content

with colleagues is signiﬁcant, indicating a substantial impact. In addition, the utilization of social media ap-

plications and the act of sharing content with colleagues have a signiﬁcant impact on the learning process of

pre-service teachers.

1 INTRODUCTION

In contemporary society, social media technologies

have emerged as the prevailing means of information

dissemination and interpersonal communication. In

his work, Selwyn (2012b) employed the term ”social

media ”to denote digital platforms, both online and

mobile, that facilitate communication, sharing, col-

laboration, publication, and interaction among users.

According to a study conducted by Madden et al.

(2013) and published in the Pew Research Centre Sur-

vey, it was found that 73% of Internet users actively

participate in activities such as sharing ideas, generat-

ing audio and video content, and exchanging content

with one another. Within the realm of education, so-

cial media applications are regarded as the most effec-

tive platform for fostering collaboration between ed-

ucators and students (Alshehri and Lally, 2019). This

is attributed to the inherent features of these applica-

https://orcid.org/0009-0009-7912-3073

tions, which have the potential to enhance the learning

experience (Junco et al., 2011). According to Green-

how and Lewin (2016), educators can utilize social

media applications as a means to instruct and educate

students, given that students have integrated these ap-

plications into their daily routines for peer commu-

nication. According to the study conducted by Aly-

oussef et al. (2019), the utilization of social media

platforms has the potential to positively enhance the

process of teaching and learning. This is primarily at-

tributed to its ability to potentially enhance academic

achievement and foster increased engagement among

students. Furthermore, educators have the ability to

utilize social media platforms as a means of establish-

ing adaptable educational settings (Saini and Abra-

ham, 2019). The incorporation of social media into

a well-organized and inclusive learning management

system (LMS) can facilitate a harmonious integra-

tion of the advantages offered by social media plat-

forms and the regulated learning atmosphere essen-

tial for professional training initiatives. According

464

Alharbi, M., Warrender, J. and Devlin, M.

Examining the Feasibility of Incorporating Social Media Platforms into Professional Training Programs.

DOI: 10.5220/0012234100003584

In Proceedings of the 19th International Conference on Web Information Systems and Technologies (WEBIST 2023), pages 464-471

ISBN: 978-989-758-672-9; ISSN: 2184-3252

to Saini and Abraham (2019), the utilization of so-

cial media technologies has the potential to improve

the teaching and learning process, thereby aiding the

career advancement of current teachers and equip-

ping prospective teachers with the necessary skills

for professional training. Hence, the enhancement

of professional learning for pre-service teachers can

be achieved through the integration of social media

platforms within their professional training programs,

thereby facilitating the establishment of online com-

munities for knowledge-sharing (Donelan, 2016; Vie,

2017; Saini and Abraham, 2019; Dragseth, 2020).

Investigating the concerns surrounding the effec-

tiveness of social media platforms in professional

training programs can yield signiﬁcant insights into

the obstacles and apprehensions that organizations

and instructors may encounter when employing these

platforms for training endeavours (Purwanto et al.,

2023). Regrettably, without identifying and analyzing

the areas that are confronted with challenges, compre-

hending the underlying issue and effectively address-

ing the research problem will prove to be challeng-

ing. Through conducting extensive research in these

speciﬁc areas, individuals can acquire a comprehen-

sive understanding of the various issues pertaining

to the feasibility of incorporating social media plat-

forms into professional training programs. This will

enable them to make well-informed decisions regard-

ing the implementation of such platforms (Al-Qaysi

et al., 2023). Therefore, this study aims to employ

a ”Case Studies” methodology in order to examine

instances where organizations or institutions have in-

tegrated social media into their professional training

programs. We examine the individuals’ experiences,

achievements, and setbacks in order to acquire a more

profound comprehension of practical difﬁculties and

results.

2 RELATED WORK

Social media plays a pivotal role in fostering edu-

cational development. Social media applications fa-

cilitate the connection between faculty and students

within the educational sphere, regardless of geograph-

ical location or time constraints. This connection

serves the purpose of exchanging information and en-

gaging in collaborative projects.

According to Castro-Romero (2015), empirical

evidence suggests that the utilization of social media

platforms can augment students’ educational experi-

ences and foster their engagement with both peers and

instructors. Researchers view social media tools as

effective catalysts for advancing teaching and learn-

ing practices, particularly in terms of enhancing re-

ceptiveness and fostering sociability. Moreover, so-

cial media is commonly perceived as a platform for

individuals to disseminate, engage in discourse, and

exchange knowledge or concepts, thereby potentially

revolutionizing pedagogical approaches to foster a

more amicable, inclusive, and collaborative learning

environment. Previous research conducted by Sobaih

et al. (2016); Chugh and Ruhi (2018); Al-Maatouk

et al. (2020) has examined the utilization of social

media platforms as educational tools within higher

education institutions (HEIs). The researchers have

made a recommendation for academic and pre-service

teachers as well as students to incorporate the use of

social media platforms in order to enhance their edu-

cational objectives.

Nevertheless, the professional learning commu-

nity has encountered difﬁculties with regards to in-

person engagement, as well as challenges related

to time and location (Wang et al., 2017). Accord-

ing to Tsiotakis and Jimoyiannis (2016), the utiliza-

tion of social media technologies has the potential

to overcome geographical and temporal limitations,

thereby facilitating communication within an online

professional learning community platform. This fea-

ture facilitates the ability of trainees to engage in

asynchronous communication and exchange teaching

practices as necessary. Hence, it is evident that the uti-

lization of an online professional learning community

for teacher training has the potential to address the

challenges posed by geographical constraints and lim-

ited opportunities for collaboration, thereby enhanc-

ing professional development. Almuqrin and Mutam-

bik (2021) contend that a dearth of scholarly investi-

gations exists concerning the assessment of the effec-

tiveness of extant social media platforms in knowl-

edge formation and their contribution to the advance-

ment of professional development.

The objective of the current investigation is to as-

certain the extent to which pre-service educators uti-

lize social media platforms for educational purposes

during summer training, with the aim of enhancing

the learning and instructional processes. Furthermore,

this research has the potential to make a valuable

contribution towards the integration and utilization of

these technologies in the context of professional de-

velopment.

For this reason, this research proposes a concep-

tual framework presented in Figure 1. The proposed

framework aims to establish relationships among

three key variables highlighted in the works of Car-

penter et al. (2023) and Ali and Qazi (2023). These

variables include ”Social Media Applications”, ”Pre-

service Teachers Training” and ”Sharing Educational

Examining the Feasibility of Incorporating Social Media Platforms into Professional Training Programs

465

Content”. These variables are conceptualized for the

purpose of establishing the following relationships:

• The relationship between the perception of social

media applications as effective learning environments

and the act of sharing content with colleagues via

these platforms.

• The relationship between social media applications

as an effective learning environment and the enhance-

ment of learning among pre-service teachers.

• The relationship between the utilization of social

media applications for sharing educational content

among pre-service teachers and the enhancement of

their learning.

As a result, three main hypotheses are formulated

as follows:

H1: Social Media Application as a good learning

environment inﬂuence sharing learning content with

colleagues.

H2: Social Media Application as a good learning en-

vironment inﬂuence Pre-Service Teachers’ learning.

H3: Sharing learning content with colleagues on

Social Media Application as a good learning environ-

ment inﬂuence Pre-Service Teachers learning.

Figure 1: The proposed conceptual framework.

3 RESEARCH METHODOLOGY

The research methodology employed in this study en-

compasses the systematic approach to conduct a liter-

ature review, gather data, and analyse the collected

data. This study employs a qualitative case study

methodology to investigate the viability of integrat-

ing social media platforms into professional training

programs. The scope of this study encompasses all

universities that provide professional training and em-

ploy ”Social Media” as a means of instruction. The

term ”professional training programs” pertains to a

range of educational offerings, such as brief courses,

workshops, certiﬁcations, or other formats, which are

tailored to meet the speciﬁc requirements of the uni-

versity. The study included pre-service teachers at the

Computer Sciences departments of three universities

in Saudi Arabia who had participated in professional

training and completed training courses.

3.1 Data Collection

A structured questionnaire was designed as the pri-

mary instrument for data collection. The research

conducted in this study was granted approval by New-

castle University’s Research Ethics Committee, un-

der the reference number 20-ALH-045. This is the

junction at which the research leveraged the ”Quanti-

tative Case Study” approach, employing a structured

discussion framework encompassing open-ended and

closed-ended questions as data collection. The ques-

tions were formulated according to the studies con-

ducted by Sobaih et al. (2016) and Alshehri and

Lally (2019). The survey comprised two distinct

sections. The initial section comprised two demo-

graphic inquiries pertaining to the participant’s gen-

der and the name of their university. The second sec-

tion of the study consisted of six structured questions,

three questions for pre-service teachers concerning

their favourite of social media application for learn-

ing and teaching purposes, to what extent they be-

lieve that social media applications are good learn-

ing environments and forms of their usages. In ad-

dition, an open-ended question involved describing

the interface and features of social media applications

used by pre-service teachers to communicate with

their classmates and professors. Moreover, 2 ques-

tions measured on a Likert-item basis (ranging from

1 = Strongly Disagree to 5 = Strongly Agree, and 1

= Very Unhelpful to 5 = Very Helpful) were about

preservice teachers’ views on the use of social media

applications for improving the learning experiences

as well as their opinion about the usefulness of some

existing social media platforms they used to com-

municate with peers and professionals. Participants

provided their responses to the questionnaire through

the Survey Monkey platform (SurveyMonkey, 2021),

accompanied by an electronic consent form that re-

quired their signature. A comprehensive sample of 67

questionnaires was gathered for analysis. Statistical

analysis was performed using SPSS software (version

27) (Statistics, 2013).

4 ANALYSIS AND RESULTS

The present study utilizes a research analysis frame-

work that includes descriptive and inferential statis-

tics, as well as an examination of users’ perceptions.

Descriptive data were generated for all variables in

the study’s ﬁrst section. In the subsequent section,

inferential data analysis was conducted, speciﬁcally

utilizing a Chi-Square Test of Independence to evalu-

ate the association between variables and determine if

WEBIST 2023 - 19th International Conference on Web Information Systems and Technologies

466

the study dimensions exhibited a normal relationship.

A p-value less than 0.05 was deemed statistically sig-

niﬁcant.

4.1 Demographics Analysis

Table 1: Demographics analysis of pre-service teachers.

Demographics N %

Gender

Male

Female

University Name

Jeddah University

Others

Table 1 displays the distribution of participants ac-

cording to various demographic variables. Accord-

ing to the information in the table, it was discovered

that most of the responses were from Jeddah Univer-

sity, which suggests that the study outcomes will be

of substantial interest to Jeddah University. When this

implementation has been completed, it will be avail-

able for later replication by other institutions.

4.2 Hypothesis Testing

The study’s ﬁndings offer a crucial viewpoint on the

utilization of social media in the ﬁeld of education

as a whole, and more speciﬁcally in relation to pro-

fessional training. The conclusion derived from the

empirical testing of the hypothesis represents the out-

come of the investigative process. The ﬁndings in-

dicate that Twitter is the most commonly utilized so-

cial media platform for educational and learning pur-

poses on a daily basis, followed by Instagram, Tele-

gram, YouTube, and WhatsApp, in sequential order.

It is imperative to bear in mind that the positive rating

serves solely a descriptive function (Pimentel, 2010).

Moreover, this implies that the use of social media

applications has the potential to augment educational

prospects. The results also indicate that individu-

als predominantly employ social media platforms for

educational and learning objectives, particularly for

tasks and activities related to information retrieval,

followed by browsing to acquire knowledge. This

feature has the potential to enhance communication

among peers and professionals, as evidenced by the

following response: ”I use WhatsApp and Twitter to

share content and information, [which] makes it easy

to connect with people at any time”. An additional

attribute that could enhance communication is a user-

friendly interface, thereby improving usability.

4.2.1 Sharing Learning Content

The ﬁrst hypothesis was conceived with the intention

of investigating the impact that various social media

applications have on the rate at which educational ma-

terial is shared among co-workers. The ﬁndings of the

experiment that tested the hypothesis indicate that the

Chi-square test demonstrates a statistically signiﬁcant

correlation between the perception of social media ap-

plications as effective learning environments and the

act of sharing content with colleagues through these

applications, as shown in Figure 2. The Chi-Square

test yielded a P-value of 0.006, which is signiﬁcantly

lower than the threshold for statistical signiﬁcance,

which was established to be 0.05. As a result, hy-

pothesis 1 is accepted.

Figure 2: The frequency of sharing content with colleagues

through social media applications.

According to the ﬁndings, more than half of the

participants (51.2%) who engage in content sharing

with co-workers via social media platforms expressed

agreement with the idea that these platforms offer a

suitable atmosphere for learning. On the other hand,

48.8% of participants who engage in material sharing

with colleagues through social media platforms main-

tained a neutral view regarding the establishment of a

constructive learning community through these plat-

forms. This suggests that people who participate in

higher levels of content sharing on social media plat-

forms are more likely to regard social media as an en-

vironment that is conducive to educational goals (see

Figure 2).

4.2.2 Pre-Service Teachers’ Learning

The second hypothesis was conceived with the inten-

tion of conducting research into the ways in which

pre-service teachers can beneﬁt from using social me-

dia applications to improve their own learning. The

results of the testing of the hypothesis indicate that

there is a statistically signiﬁcant correlation, as estab-

lished by the Chi-square test, between the perception

of social media applications as a suitable learning en-

vironment and their potential to promote the learning

Examining the Feasibility of Incorporating Social Media Platforms into Professional Training Programs

467

of pre-service teachers. The Chi-Square test produced

a P-value of 0.004, which is signiﬁcantly lower than

the threshold of 0.05 signiﬁcance that was set before-

hand. As a result, hypothesis 2 is accepted.

Figure 3: The frequency of Social media applications as

a good learning environment on the improvement of pre-

service teachers’ learning.

According to the ﬁndings, a sizeable majority

(69.9%) of participants who strongly agreed with the

concept that social media applications have the ability

to enhance their learning also held the belief that these

applications can create an environment that is con-

ducive to learning. This ﬁnding is supported by the

fact that participants expressed strong agreement with

the proposition that social media applications have the

potential to enhance their learning. Approximately

62.5% of the respondents who agreed with the state-

ment that social media applications could improve

their learning experience had a stance that was neutral

towards the question of whether or not these applica-

tions can actually provide a learning environment that

is favourable to learning. This suggests that those pre-

service teachers who had a favourable impression of

social media as an educationally conducive platform

were more likely to believe that it may improve their

own learning experiences (see Figure 3).

4.2.3 Social Media Applications

In testing hypothesis 3, it was framed to investigate

the impact of sharing content with colleagues and the

improvement of pre-service teachers’ learning. The

results obtained from the hypothesis testing indicate

that there is a statistically signiﬁcant association be-

tween pre-service teachers’ utilization of social me-

dia applications to share content with colleagues and

the potential enhancement of their learning experi-

ence. The p-value obtained from the Chi-Square test

is 0.039, which is less than the conventional signiﬁ-

cance level of 0.05.

The data indicates that a majority of participants

(53.7%) who shared content with their colleagues

through online platforms agreed that social media ap-

plications have a positive impact on the learning of

pre-service teachers (see Figure 4). Additionally, a

Figure 4: The frequency of the sharing content with col-

leagues through social media applications and improving

pre-service teachers’ learning.

signiﬁcant proportion (39%) of participants strongly

agreed that online platforms contribute to the im-

provement of pre-service teachers’ learning. The

ﬁndings indicate that there is a positive correlation be-

tween the extent to which pre-service teachers engage

in content sharing on social media platforms and their

perception of the educational beneﬁts derived from

such platforms.

5 DISCUSSION

Social media platforms have been identiﬁed as vir-

tual interactive communities that possess the potential

to serve as valuable learning tools within higher edu-

cation institutions, with a particular focus on profes-

sional development (Sobaih et al., 2016). The present

study aimed to examine the utilization of social media

applications among pre-service teachers in the con-

text of higher education, speciﬁcally focusing on their

application for learning and teaching purposes. The

ﬁndings of this survey indicate that Twitter was the

predominant social media platform employed by pre-

service teachers for educational purposes. Research

conducted by Sobaih, Alwagait, and O’Keeffe has

highlighted the educational and instructional beneﬁts

of Twitter as a valuable learning tool (Alwagait et al.,

2015; Sobaih et al., 2016; O’Keeffe, 2019). This phe-

nomenon occurs due to its ability to foster active par-

ticipation within a digital community of individuals

who share a common professional interest, thereby

offering valuable insights and knowledge exchange

opportunities to improve their respective competen-

cies (Benko et al., 2016). Therefore, it is regarded

as an interactive community that facilitates the ex-

change of knowledge within an educational setting.

The present study reveals an intriguing ﬁnding: pre-

service teachers expressed consensus regarding the

efﬁcacy of social media platforms as conducive envi-

ronments for both learning and teaching. This result

is consistent with studies conducted by Alshehri and

WEBIST 2023 - 19th International Conference on Web Information Systems and Technologies

468

Lally (2019). Contrary to the belief that social media

is a disruptive technology (Selwyn, 2012a).

Furthermore, the ﬁndings of this study suggest

that pre-service teachers expressed favorable attitudes

towards the utilization of social media platforms as

a means of enhancing teacher training and facilitat-

ing an enhanced learning experience. Prior studies

have demonstrated that the utilization of social media

platforms for educational purposes can contribute to

the enhancement of learning outcomes for pre-service

teachers and the improvement of teaching practices

among educators in higher education (Sobaih et al.,

2016; Basu, 2017; Al-Maatouk et al., 2020; Chugh

et al., 2021). Moreover, the ﬁndings from the survey

conducted among pre-service teachers revealed the

efﬁcacy of current social media platforms employed

for peer and professional communication within the

training program. Hence, it is imperative for individ-

uals to utilize social media platforms as a means to

disseminate knowledge and engage in communication

with both peers and professionals, thereby surmount-

ing the temporal and spatial constraints encountered

during their training. The ﬁndings of this study align

with prior research that has demonstrated the predom-

inant adoption of social media as a communication

tool for socializing purposes (Datu et al., 2012; Alab-

dulkareem, 2015; Komaki and Igawa, 2017; Ogbon-

naya, 2019).

The results indicate that pre-service teachers uti-

lize social media platforms for various educational

purposes, including information retrieval, knowledge

acquisition, and knowledge sharing. This facilitates

their ability to collaborate and actively participate

with their peers, resulting in a beneﬁcial inﬂuence

on their academic accomplishments (Chugh and Ruhi,

2018; Alshehri and Lally, 2019; Saini and Abraham,

2019). Furthermore, the present study revealed a sta-

tistically signiﬁcant correlation between the act of

sharing educational content with colleagues via so-

cial media applications and the enhancement of learn-

ing outcomes among pre-service teachers. The ﬁnd-

ings indicated that a signiﬁcant proportion of respon-

dents concurred that the utilization of social media

platforms for the purpose of disseminating content

or knowledge had the potential to enhance the edu-

cational encounters of pre-service educators. A com-

parison of the ﬁndings with those of other studies con-

ﬁrms that using social media for learning purposes

and interaction with peers and teachers positively af-

fects their academic performance (Ansari and Khan,

2020). This implies that the act of exchanging ideas

and information has the potential to facilitate rapid

and effortless acquisition of knowledge, thereby en-

hancing the process of learning. Furthermore, inte-

gration these technologies would lead to transforma-

tive and signiﬁcant modiﬁcations in the realm of col-

laborative learning within higher education, speciﬁ-

cally in the context of professional training. The study

revealed a statistically signiﬁcant correlation between

the perception of social media applications as effec-

tive learning environments and their actual impact on

learning outcomes.

To enhance the educational experiences of pre-

service teachers, it is imperative for pre-service

teacher training programs to incorporate these tech-

nologies within their curriculum in order to enhance

instructional practices. Collaborative learning is a

recognized educational approach that encompasses

the acquisition of knowledge through active partici-

pation in diverse activities within our everyday lives

(Ansari and Khan, 2020). Furthermore, it can be

argued that these educators commence instruction

in computer science at an earlier stage, which con-

sequently renders them more inclined to embrace

technological means for interpersonal communication

with their peers. According to Castro-Romero (2015),

the utilization of social media platforms has the po-

tential to augment students’ educational experiences

and foster their engagement with both peers and in-

structors. This is achieved through the facilitation

of shared content, discussions, and communication

within virtual learning communities.

The ﬁndings of the study indicate a signiﬁcant cor-

relation between the utilization of social media plat-

forms for the purpose of sharing content among col-

leagues and the establishment of a conducive learn-

ing environment. Nevertheless, it is imperative to ac-

knowledge certain factors that may exert an inﬂuence

on the efﬁcacy of these technologies. These factors,

including ease of utilization, utility, and motivation,

warrant careful consideration (Saini and Abraham,

2019). This study examines the perspectives of pre-

service teachers regarding the utilization of social me-

dia applications during summer training in Saudi uni-

versities, speciﬁcally within the faculties of computer

science, with the aim of enhancing teaching and learn-

ing practices. Consequently, there is a growing impe-

tus to promote the incorporation of these technolo-

gies into professional development programs, with

the aim of enhancing the competencies of both pre-

service and in-service educators. The research ﬁnd-

ings present a persuasive case for the incorporation of

social media within the educational setting to enhance

teaching and learning. The application of social me-

dia and its diverse elements offers new prospects for

promoting sustainable professional development and

lifelong learning. Within this particular context, in-

dividuals have the opportunity to access support and

Examining the Feasibility of Incorporating Social Media Platforms into Professional Training Programs

469

guidance by engaging with virtual communities that

are speciﬁcally focused on educational endeavours.

In general, the ﬁndings of this survey suggest that

pre-service educators concur that utilizing social me-

dia platforms to exchange information with their col-

leagues would enhance their educational journey, as

supported by the statistical correlation. Moreover, the

authors posit that social media applications can serve

as a robust educational platform for enhancing the

learning experiences of pre-service teachers, as sup-

ported by the statistical correlation. Integrating these

technologies with enhancing professional skills can

facilitate the resolution of obstacles related to tempo-

ral and spatial constraints. Therefore, it is accessible

at any given time and location.

The development of professional development

programs for pre-service teachers in the School of

Computing is a crucial undertaking, as highlighted by

Qian et al. (2018). This need is particularly evident in

the context of Saudi Arabia, as noted by Amasha and

Alkhalaf (2016) and Almuqrin and Mutambik (2021).

It is advisable to conduct further research in order to

gather additional data from a broader sample of stu-

dents across multiple institutions, thereby enhancing

the robustness and applicability of the ﬁndings. It is

not advisable to extrapolate these ﬁndings to dissimi-

lar contexts.

6 CONCLUSIONS

This study investigates the usage of social media plat-

forms by pre-service teachers within the framework

of learning and teaching. The objective of this study

was to enhance comprehension regarding the prospec-

tive application of social media platforms as educa-

tional instruments. It is imperative to approach the

interpretation of the study’s ﬁndings with meticulous

attention to speciﬁc limitations. Regarding the matter

of sample representation, it is crucial to acknowledge

that the sample utilized in this study consists solely

of pre-service instructors hailing from three universi-

ties situated in Saudi Arabia. Moreover, it is crucial

to recognize that the perceptions and experiences of

the pre-service teachers involved in this research may

differ from those of pre-service teachers originating

from diverse geographical locations and nations. It is

imperative to take into account the variations in edu-

cational systems and professional training across dif-

ferent countries. In relation to prospective endeav-

ours, these discoveries could serve as a catalyst for

exploring professional development within the realm

of higher education, particularly within the School of

Computing. This could involve establishing an online

platform to facilitate the exchange of teaching experi-

ences among novice and seasoned academics.

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