sharing among educators, making the e-community of practices a crucial aspect of professional development for teachers to adapt to evolving educational needs. This study investigates the role of an e-community of practice (e-CoP) in facilitating the professional development of Saudi science and mathematics teachers through informal online groups. The study employs a mixed method approach, using surveys for quantitative data collection and observational methods for qualitative data acquisition. The study has utilised a purposive sampling approach where 10 teachers from 2 groups (5 each from the science and math's groups) were recruited for data collection. Observations reveal active participation in e-CoPs and collaborative exchange of best practices, while surveys show successful communication channels despite time constraints, contributing to skill improvement on the platform. Collegial associations among teachers are often insufficient for meeting professional requirements. Research shows that e-CoPs practitioners have better understanding of content and teaching methods, stay informed about trends, and enable continuous learning. This enhances teachers' professional skills, enabling them to implement priority reforms like STEM (Science, Technology, Engineering and Math's) integration and critical thinking development, making them relevant for career longevity and continuing professional development.
Keywords: Community of practice, Teachers, Professional Development, Telegram, Saudi Arabia.