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The global impact of the COVID-19 pandemic has posed challenges for education systems worldwide, particularly in developing countries less accustomed to online learning. Despite difficulties, the shift to online teaching and learning for pre-service teachers has yielded unforeseen advantages, offering opportunities for valuable skills development crucial for their professional growth. This mixed-method study investigates the professional development experiences of 421 pre-service teachers from the University of Pristina during and after the pandemic. The participants, comprising bachelor's, and master's, students from the Faculty of Education, were selected through probability sampling. Additionally, qualitative insights were gathered post-pandemic through focus group discussions with 7 students involved in the learning process during the pandemic period. Quantitative data underwent analysis using SPSS software, employing correlation, t-test, and regression analyses. Qualitative findings were derived through thematic analysis. The findings indicate that online learning can present challenges that hinder professional advancement, such as technology issues that impede progress. Nevertheless, collaborative efforts with peers were found to enhance students' satisfaction with online learning, possibly attributed to the significance of social interaction and group projects. The study highlighted that despite pandemic challenges, data on emergency situations has prepared teachers and students for similar challenges in the future. This will assist educational institutions in enhancing online education quality through targeted measures.
Beka et al. (Fri,) studied this question.