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The rapid shift to online teaching and learning (OTL) during and after the COVID-19 pandemic exposed significant institutional and infrastructural challenges in higher education. While existing research has examined experiences of emergency remote teaching, limited attention has been given to systematically identifying the foundational pre-conditions necessary for sustainable OTL implementation, particularly within business school contexts in developing settings. This study aimed to identify the pre-conditions required for effective OTL implementation at the Durban University of Technology Business School (DBS). A mixed-methods approach was adopted, combining quantitative survey data (n = 82) with qualitative open-ended responses. Quantitative data were analysed using exploratory factor analysis, reliability testing and chi-square goodness-of-fit tests, while qualitative data were examined through thematic analysis. The findings reveal strong convergence between quantitative and qualitative results. Structural barriers, mostly related to internet connectivity, device access and staff development, emerged as the most critical pre-conditions. Participants also emphasised digital skills, stable power supply and institutional support as foundational requirements. The study contributes empirical evidence on institutional readiness for OTL and provides a structured framework for prioritising infrastructure, capacity building and support systems in similar higher education contexts.

This study examines the impact of COVID-19 on a historically disadvantaged university in South Africa’s Eastern Cape, focusing on challenges faced by staff and students during the transition to online learning. Using a qualitative case study approach within an interpretivist paradigm, data were gathered through semi-structured interviews with 20 purposively selected participants. Thematic analysis was applied. The shift to online learning amplified existing inequalities, with limited infrastructure, low digital literacy, and poor connectivity hindering access, especially in rural areas. The study calls for inclusive quality assurance frameworks that address technological and socio-emotional needs. The study offers empirical insight into digital learning challenges at disadvantaged institutions and informs policy on building equitable, student-centred post-pandemic higher education systems rooted in social justice. The study recommends improved digital infrastructure, equitable access to devices and connectivity, and enhanced support for staff and students. It urges institutions to adopt flexible, inclusive teaching models to ensure resilience and equity in digital education.

The Covid-19 pandemic accelerated the global shift to remote work, disrupting conventional operations across sectors, including higher education. For South Africa’s Open Distance and e-Learning (ODeL) institutions, the pandemic revealed both their readiness for remote engagement and the gaps between ODeL’s theoretical promise and its operational reality. This study aimed to explore how remote work has reshaped the culture of teaching and learning within South African ODeL institutions, with particular attention to staff, students, and institutional practices. Adopting a qualitative, secondary-data approach, the study drew on published scholarship, policy reports, and media sources, with data thematically analysed to identify patterns of change. The findings demonstrate that remote work enhanced flexibility, creativity, and continuity in ODeL, enabling teaching, learning, and administration to continue effectively outside the physical campus. However, it also exposed sharp inequalities in digital readiness, as many students and staff struggled with poor connectivity, high data costs, limited digital literacy, and work–life imbalances. While these challenges mirror global trends, they were intensified in South Africa by persistent socio-economic inequalities and infrastructural constraints. The study concludes that remote work has transformative potential but is sustainable only if supported by policy, investment in digital infrastructure, ongoing training, and hybrid models of delivery

COVID-19 is an illness associated with severe respiratory conditions, including pneumonia. Its widespread impact disrupted educational systems internationally. In South Africa, schools were provisionally closed as a preventive measure to limit the spread of the virus, leading to important changes in teaching and learning practices. This study aimed to investigate how COVID-19 impacted the management of teaching and learning strategies in secondary schools within the Hlanganani North Circuit of Vhembe District. A qualitative research approach was adopted, utilising interviews, observations, and document analysis to gather data. Participants were chosen through purposive sampling and included three principals, three deputy principals, and three departmental heads, all serving as members of their respective school management teams. The study focused on three schools, with each school contributing one principal, one deputy principal, and one departmental head. The findings revealed that school leaders come across difficulties in adopting new teaching approaches, largely due to limited technological skills and knowledge. Important challenges identified included inadequate training and a lack of resources, which hindered the ability to sustain effective teaching and learning during the COVID-19 pandemic. The study recommended that the Department of Education should distribute resources and invest in the necessary infrastructure needed to support the digital transformation of education. It also concluded that providing training opportunities would help school managers strengthen their knowledge and skills associated with effective teaching and learning

This study critically examines an educator’s response to student passivity and reduced engagement in online learning during the COVID-19 pandemic, drawing on collaborative action research conducted with a team of module facilitators. The sudden shift to remote instruction introduced significant pedagogical challenges, particularly in under-resourced higher education institutions in South Africa, where digital access limitations and reduced student participation negatively impacted learning outcomes. Using a retrospective collaborative autoethnographic approach, the study reflects teaching practices during this period, highlighting the complexities of encouraging active participation in virtual environments. Based on observed data, the analysis questions the effectiveness of targeted interventions—including structured peer interaction, real-time feedback, and personalised check-ins—aimed at increasing student engagement and reducing disengagement. Through repeated cycles of reflection and adaptation, the educator emphasises the importance of collegial collaboration in improving online teaching methods. The findings deepen understanding of engagement patterns in remote learning and offer practical insights for improving pedagogical responsiveness in resource-limited settings.

The purpose of the study was to investigate the importance of Teacher Professional Development in the implementation of online teaching as a tool for distance learning since the onset of COVID- 19. Before the outburst of the coronavirus pandemic, lecturers were used to face-to-face contact sessions, and most of the students did not have laptops. So, the distressing experience of COVID-19 has catalyzed the need for continuing professional teacher development. The study employed the theory of reasoned behavior and the theory of planned behaviour. The theory of reasoned action aims to explain the relationship between attitudes and behaviours within human action. It is used to predict how individuals will behave based on their pre-existing attitudes and behavioural intentions. The latter includes behavioural control as an additional determinant of intentions and behaviour. The study adopted qualitative methodology and employed the case study. The data was collected through interviews with four university lecturers, who were chosen through purposive sampling technique. The data revealed that most teachers perceived online teaching as a good intervention during the period of COVID- 19. However, teachers lacked training and experience when it comes to online teaching. This resulted in lot of uncertainty when it came to online teaching, and frustration for older teachers. In conclusion, the paper highlighted the need for teacher development in the form of in-service training and suggested that teachers should register for short courses on online learning, implementing mentorship programs by the tertiary institutions.

The COVID-19 pandemic necessitated significant adjustments across various sectors globally, and the education sector was no exception. To adhere to social distancing requirements and ensure continuity in education, E-learning emerged as a viable solution, offering a glimmer of hope in these challenging times. However, this strategy brought its own set of challenges. This study aimed to explore the experiences of students with E-learning, particularly focusing on the obstacles and benefits encountered. A qualitative approach was employed, utilizing an exploratory research design to gather comprehensive insights. Participants were selected through purposive sampling, focusing on five University of Venda students registered for the 2021 academic year. Data collection was conducted via one-to-one semi-structured interviews, which allowed for detailed and nuanced responses. Thematic analysis was used to analyse the collected data, identifying key themes and patterns in the students' experiences. The findings highlighted various challenges, such as limited access to reliable internet, lack of digital devices, and difficulties in maintaining motivation and engagement in a virtual learning environment. Despite these challenges, some students appreciated the flexibility and convenience offered by E-learning, highlighting its potential. The study underscores the need for improved infrastructure and support systems to enhance the E-learning experience. These insights can inform policymakers and educational institutions in developing more effective strategies to support students in a digital learning landscape, ensuring that the benefits of E-learning are maximized while minimizing its drawbacks. The findings contribute to the broader discourse on the adaptation of education systems in response to global crises, emphasizing the importance of resilience and adaptability in educational practices.

The year 2020 witnessed a paradigm shift commonly referred to as the "new normal" because to the unprecedented COVID-19 pandemic, which had a profound impact on the lives of several students across the globe. The significant transformation posed a perplexing situation for freshmen at higher education institutions. The implementation of COVID-19 limits precipitated an abrupt digital transformation for students, necessitating the surmounting of significant obstacles. This study aimed to investigate the experiences of first-year students enrolled at a private postsecondary institution in the context of online learning. The study additionally aimed to ascertain the difficulties encountered by individuals while accessing online learning amidst the current tumultuous circumstances. The study employed a qualitative methodology in response to its inherent character. A sample size of six students was chosen from a cohort of first-year students, while three lecturers who teach first-year students were picked using random selection techniques. The data was gathered through various methods, including face-to-face interviews, focus group talks, and questionnaires. Subsequently, the data was subjected to analysis utilizing the Nvivo program. The findings derived from the research indicate that it is imperative to comprehend the experiences, computer literacy skills, and perspectives of first-year students in order to offer suitable assistance to forthcoming first-year students engaging in online learning and ultimately enhance lecturers' online instructional methodologies. The findings additionally indicate that students encountered difficulties not only in adapting to online learning but also in dealing with various social and emotional elements that had an impact on their learning experience, hence exacerbating the issues they faced.

The main objective of this investigation is to explore whether COVID 19 deaths have effects with regards to language proficiency, predominantly reading. Reading levels seem to have deteriorated as difficulties in spelling and pronunciation of simple English words were demonstrated by learners. In this qualitative inquiry, the author used a case study. The researcher perceived it essential for a qualitative approach to be embarked on hence investigating teachers’ life experiences in their natural, context-specific settings. Semi-structured interviews were administered to ten conveniently nominated secondary school teachers. A narrative analysis was used to categorize data into themes that were noted as findings of this examination. A major finding of this inquiry was (i) sudden lack of parental involvement emanating from the (ii) drastic shift in socio-relations amongst the members of the communities, this causing reading to become an overwhelming routine. The study concludes that academic attainment for most learners seems to be hindered by the decline in learner reading proficiencies. To curb the situation, it is therefore recommended that language teachers devise approaches to instill a reading culture within a classroom setting, thus limiting tasks to be administered after school hours.