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COVID-19 has been observed as the Fifth Industrial Revolution (5IR), which has naturally advanced education five/ten years ahead of digitalisation. The COVID-19 revolution has obliged everyone to be a student needing to be educated about national lockdowns, personal hygiene practices, digital technologies, and vaccines. This study intended to explore lessons learned by higher education institution (HEI) students in Eswatini, Lesotho, the Republic of South Africa, and Zimbabwe during the COVID-19/5IR which helped them to complete their PhD studies. Using purposive with convenience sampling, this study selected twenty most accessible PhD students. The pragmatic paradigm, participatory action research (PAR), and natural identity were used to frame this study in order to guide reflective activities, Zoom focus-group discussions, and semi-structured interview data-generation methods. Findings indicated that students achieved good education on personal hygiene practices and digital technologies that assisted them to effectively deal/continue with their studies. However, education on vaccines remained a major concern because participants believed that the world was treating symptoms of COVID-19 by vaccinating humans more than dealing with the source/s of the virus before it affected humans. Consequently, this study recommends a good education that balances personal, societal, and professional needs to understand natural identities.

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.

In this paper, students, and teachers' attitudes towards shifting to an entirely online learning environment were assessed due to COVID-19.  The main objective of the study was to investigate the students’ and teachers' attitudes towards Online learning during the COVID-19 situation in Bangladeshi Government Colleges. Findings revealed that cost and time-effectiveness, safety, convenience, and improved participation were the most frequently cited positive aspects of the online learning experience, while distraction and reduced focus, heavy workload, problems with technology and the internet, lack of ICT knowledge, and poor network infrastructure,  limited availability of educational resources, low attendance of learners, uncooperative learners and insufficient support from instructors and colleagues were the most recurrent negative aspects. The qualitative and quantitative research method was adopted, with semi-structured interviews conducted via Zoom with 10 College teachers and Focus group discussion conducted via Zoom with 18 and survey 100 college students via Google platform from three Bangladesh renowned Government College from Hons 1st year to masters’ level located in Rajshahi divisional district town of the country. A sample of these essays was analyzed using open coding. The findings of the study help instructors and institutions understand students’ and Teachers' attitudes regarding online teaching & learning under abnormal circumstances. Several recommendations informed by the interpretation of the participants’ feedback are offered to assist instructors, administrators, and policymakers improve future online learning experiences.  After conducting the whole study, it can be said that though have some problems adapting to online classes in three regarding BGCs colleges affiliated to the National University of Bangladesh, they are slowly becoming accustomed to it.  

The COVID-19 pandemic led to an increase in the adoption of online teaching and learning. Several studies show that both students and lecturers benefit from online teaching and learning in cases where contact learning cannot take place. However, other studies reveal that some students face challenges during online teaching and learning, requiring them to develop coping mechanisms. Thus, the objective of this study was aimed at accentuating the coping strategies of students for online teaching and learning during the COVID-19 pandemic. A non-empirical research design was adopted for this study. Search engines such as ‘Google scholar were used to sample and review documents using keywords to source relevant data that is from 2002 to 2022. Data were analysed using inductive Thematic Content Analysis (TCA). The study's findings show that access to online teaching and learning is challenging for some students. It was also revealed that some students cope with the challenges of online learning and teaching by employing positive strategies such as seeking support while some students employ harmful coping mechanisms such as using drugs and alcohol to cope with the challenges they face during online teaching and learning. The underlined conclusion suggests that online teaching and learning should be accessible and support systems for students should be available. Mobilisation of resources that will help all students to participate in online teaching and learning is needed.

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.

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.