ABSTRACT

Purpose: Learning and practicing teaching is a challenging endeavor and conducting it virtually has made it far more challenging for preservice teachers across disciplines. It is anticipated that online education will play a significant role in Saudi Arabia's future educational system. To support pre-service teachers' learning and the success of their teaching careers, the function of online teaching practicum in online teaching is essential. Therefore, it is crucial for the practicum program stakeholders and educators to comprehend this once-in-a-lifetime event in order to preserve the future of online practicum in Saudi higher education. The current study used phenomenography research to elaborate on the variation of such experiences from stakeholders' viewpoints and to uncover the impact of such sudden transformation. Methodology: 17 preservice teachers volunteered to take part in this study, representing three universities in Saudi Arabia. Semi-structured interviews were conducted using an interview checklist and the data gleaned from participants' responses. Findings: Two primary categories of e-practicum were identified: teacher knowledge and teaching skills. These findings are consistent with previous research regarding the opportunities and challenges associated with e-practicum across various contexts. Implications: Several significant ramifications for teachers’ educators are highlighted in this study for improving e-practicum programs in Saudi higher education.