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Exploring views of teachers, teacher trainees and educational experts about e-learning-based teacher training programs in Saudi Arabia: an empirical study

Technological developments have led to changes in teacher training processes globally. In Saudi Arabia, a variety of e-learning platforms and processes have been adapted in education and within teacher training processes. However, there is lack of knowledge and understanding of what types of e-learning teacher training programs exist in the country. This research aims to identify and explore the existing systems and to recommend the features that should be included in the future platforms for Saudi Arabia. To accomplish the study adopts a mixed-methods research design consisting the use of literature review, questionnaire, semi-structured interviews to identify and analyse the existing e-learning systems. The study sample included 432 teachers and educational experts randomly selected among the wider population of teachers, trainee teachers and educational experts. 216 teachers, teacher trainees, and professionals/experts working within teacher training were interviewed while another 216 experts in elearning and use of technology in training and education were also included in the study. The main data was analyzed through the use of statistical package program (SPSS). The central results indicate no statistically significant differences in the respondents’ views and that the existing teacher training system in Saudi Arabia are diverse, generic and generally lack any focus in teacher training. The research concluded that further investigations should be carried out to analyse the existing teacher training approaches and how technology is used in this process. It calls for development of a strategic plan by the government and those involved in teacher training on how technology can be adapted and used in improving teacher training by working with all parties involved. Finally, it outlines a summary of features to be