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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.

The Covid-19 pandemic has accelerated the shift to online learning, leading to significant changes in higher education institutions in South Africa and across the world. The importance of online learning has increased, and institutions are now challenged with providing a high quality, adaptable, and accessible education in a digital setting. In order to fully embrace online teaching and learning, this demands institutions to make investments in digital infrastructure and reevaluate pedagogical practices. In this literature review paper, we use PRISMA methodology to examine the discipline of online teaching and learning, the strategies used by universities during the epidemic, and the online teaching and learning strategies used in the post pandemic period. We explore how the Covid-19 epidemic has altered the online learning environment in South African higher education institutions in the post pandemic period. The review results established that in order to provide high-quality education to students across the country, South African higher education institutions need to make a flexible and accessible education, rethink pedagogical methodologies, and implement best practices in online learning. We recommend that higher institutions, policymakers, and stakeholders must work together to ensure that online learning remains a viable and successful modality of instruction in the post-Covid-19 era.

COVID-19 was a pandemic that hit the global world in late 2019, and by 2020 the international sectors were grounded with lockdowns. The lockdowns restricted human movement and gatherings to control the fast-rising waves of the deadly virus across the globe. The education system was significantly impacted as schools were shut down. Thus, academic activities conventionally face-to-face in African learning institutions were suspended for months before teaching and learning was transited to online, amidst many challenges, prospects and opportunities. Hence, this systematic literature review investigates the multifaceted impact of the COVID-19 pandemic on educational transformation within African higher education, especially rural universities in the South African context. The review synthesises peer-reviewed articles, reports, and studies published from early 2020 to the present, analysing the challenges institutions face, innovative strategies employed, and potential long-term implications. The findings highlight the rapid shift to online learning, equity and inclusivity concerns, pedagogical innovations, assessment modifications, faculty development initiatives, and mental health considerations. The review underscores the pandemic's role in accelerating educational change and promoting the adoption of technology-enhanced learning in African higher education while also emphasising the importance of addressing digital disparities and ensuring educational equity.