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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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