Understanding the Influence of Online Learning Platforms on Preservice Teachers’ Mental and Academic Wellness: A Systematic Review of the Literature

Online learning platforms have become widely used in teacher education programmes, providing preservice teachers (PSTs) with opportunities for personalized learning, flexible decision-making regarding their education, and peer collaboration to gain new subject matter knowledge. Online learning platforms allow teacher educators to upload course materials and instructional tasks. However, using online learning platforms in a developing country such as South Africa, with social and resource divisions, presents a new form of mental discomfort to preservice teachers in teacher education. In addition, research investigating the influence of online learning platforms on preservice teachers’ mental wellness in South Africa’s context is limited, necessitating a study to shed light on the subject matter. This chapter systematically reviews teacher education and the associated literature on online learning platforms to understand how preservice teachers’ mental wellness is influenced in South African teacher education programmes. The findings reveal that online learning platforms encourage collaborative, equal, and critical knowledge adjustments in learning environments. Nevertheless, barriers associated with financial, technical, and resource stressors affect PSTs’ mental wellness and dedication to their academic responsibilities. The chapter, however, underscores the importance of integrating resilience strategies to address the challenges of using online learning platforms for teaching while prioritizing students’ mental wellness.