This study explored the experiences of pre-service teachers in online learning environments, focusing on collaborative learning, technological challenges, coping mechanisms, and time management. Drawing on Moore’s Transactional Distance Theory and Bandura’s Social Learning Theory, qualitative data from pre-service teachers reveal nuanced insights into their engagement, challenges, and adaptive strategies. Findings underscore the importance of resilience-building interventions and support systems to cultivate a culture of empowerment in online education. Recommendations include integrating resilience-focused pedagogies and mindfulness practices into teacher training programs to enhance educators’ capacity to thrive in digital learning environments.