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The rapid shift to Emergency Remote Teaching (ERT) during the COVID-19 pandemic exposed significant challenges within higher education (HE), particularly in rural and under-resourced institutions. While ERT enabled academic continuity, it highlighted critical gaps in digital infrastructure, staff preparedness, and institutional support. This study explores senior academics' strategies to enhance ERT at a rural University of Technology (UoT) in South Africa, emphasising the need for sustainable solutions beyond temporary crisis responses. Employing a qualitative, phenomenological research design, the study collected data through individual semi-structured interviews with twelve senior academic personnel who experienced the transition to ERT first-hand. Thematic analysis using NVivo software identified key strategic themes, including addressing issues of technological capacity, inadequate professional development, and compromised academic integrity during remote assessments. Findings revealed the need for continuous staff training, improved online learning platforms with enhanced security features, and collaborative partnerships to support resource-constrained institutions. The study’s significance lies in addressing the overlooked experiences of rural senior academic personnel, often neglected in ERT literature focused on well-resourced institutions and a diverse population that lacks seniority. The research recommends implementing structured, ongoing professional development, investment in digital infrastructure, and establishing national policies ensuring equitable access to online learning resources. This study provides critical insights for policymakers, educators, and institutional leaders seeking to bridge the digital divide and ensure equitable access to quality education during future disruptions.

The global shift from traditional face-to-face learning to e-learning, spurred by the COVID-19 pandemic, has significantly transformed higher education (HE) landscapes. Many institutions in developing countries, unprepared for this shift, now find e-learning integral to the educational process. This study explores challenges faced by academic staff at a South African University of Technology (UoT) post-COVID-19. Utilising a phenomenological qualitative research approach, insights were gathered from academic staff through semi-structured interviews. Key challenges identified include insufficient infrastructure, limited training, technological proficiency gaps, student engagement issues, and concerns about academic dishonesty. Practical recommendations encompass infrastructure enhancement, digital training, blended learning strategies, improved student engagement, and measures to ensure academic integrity. These adaptable suggestions provide insights for institutions seeking to enhance e-learning environments, contributing to improved teaching and learning (T&L) outcomes in an evolving educational landscape. It was further recommended that future studies can explore long-term intervention effects, conduct comparative institution studies, and delve into innovative pedagogical approaches.