A SWOT Analysis of E-Learning in Physics Teacher Education: Insights into Pre-Service Teachers’ Perspectives

Abstract

transformation triggered by the COVID-19 pandemic. While its integration into science education has been widely studied, discipline-specific evaluations in physics teacher education remain limited. This study aims to identify and synthesize the strengths, weaknesses, opportunities, and threats (SWOT) of e-learning in physics teacher education, based on peer-reviewed literature published between 2015 and 2020, with special attention to the pandemic’s influence on the development and delivery of online training. A narrative review was conducted using databases including ERIC, PubMed, Google Scholar, and ResearchGate, alongside reports from international organizations (UNESCO, OECD). A saturation methodology was applied, yielding 41 eligible publications. Each study was analyzed to extract relevant factors, which were thematically grouped into SWOT categories covering both internal and external environments.

The analysis identified key strengths such as flexibility, enhanced digital literacy, and access to high-quality multimedia resources. Weaknesses included reduced peer interaction, challenges in replicating laboratory experiences, and digital inequities. Opportunities encompassed global access to professional networks, immersive technologies (AR/VR), and sustainable, location-independent training models. Threats involved the digital divide, cybersecurity risks, and adverse impacts on student well-being. The COVID-19 pandemic acted as a catalyst for rapid adoption of innovative e-learning practices but also magnified pre-existing infrastructure and pedagogical gaps. E-learning offers substantial benefits for physics teacher preparation but cannot fully substitute for the experiential and collaborative aspects of in-person training. Blended learning models, informed by continuous SWOT-based evaluation, are recommended to maximize strengths and opportunities while mitigating weaknesses and threats. Development of national and international guidelines for online STEM teacher education is essential to ensure quality, equity, and professional readiness in a post-pandemic educational landscape.