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Worldwide the emergence of Covid-19 brought about shock and many challenges in the education system. During the lockdown, schools were closed and that reduced contact time. Hence, almost 75 percent of a full school year of the curriculum was not covered. Approximately 400. 000 to 500. 000 learners dropped out of school and to date, the total number of drop-outs grown to 750.000 in South African schools. The study explored the teachers’ experiences in the teaching of Economics during the COVID-19pandemic. Underpinned by an interpretive paradigm, the study adopted a qualitative research approach and used a case study design.  The samples comprised four township secondary schools in KwaZulu Natal (Durban). Using purposive sampling, two Economics teachers were sampled. Two instruments (semi-structured interviews and document review) were used as data collection tools. The findings revealed that Economics teachers experienced problems when teaching the subject during the pandemic. They have found it challenging to adapt to the new teaching methods like using technological tools. The lack of resources and Economics instructional materials exacerbated teachers’ difficulties. The findings revealed that poor attendance for teachers and learners was extraordinary. Notably, due to fears of being sick and infected, stigmatization within the schools prevailed, resulting in bad working relations. From the findings, the study recommends new teaching approaches to stabilize and restructure the curriculum and the retainment of some of the COVID-19regulations to ensure the effective teaching and learning of Economics.

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 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.

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 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.

Worldwide the emergence of Covid-19 brought about shock and many challenges in the education system. During the lockdown, schools were closed and that reduced contact time. Hence, almost 75 percent of a full school year of the curriculum was not covered. Approximately 400. 000 to 500. 000 learners dropped out of school and to date, the total number of drop-outs grown to 750.000 in South African schools. The study explored the teachers’ experiences in the teaching of Economics during the COVID-19pandemic. Underpinned by an interpretive paradigm, the study adopted a qualitative research approach and used a case study design.  The samples comprised four township secondary schools in KwaZulu Natal (Durban). Using purposive sampling, two Economics teachers were sampled. Two instruments (semi-structured interviews and document review) were used as data collection tools. The findings revealed that Economics teachers experienced problems when teaching the subject during the pandemic. They have found it challenging to adapt to the new teaching methods like using technological tools. The lack of resources and Economics instructional materials exacerbated teachers’ difficulties. The findings revealed that poor attendance for teachers and learners was extraordinary. Notably, due to fears of being sick and infected, stigmatization within the schools prevailed, resulting in bad working relations. From the findings, the study recommends new teaching approaches to stabilize and restructure the curriculum and the retainment of some of the COVID-19regulations to ensure the effective teaching and learning of Economics.