There are understandable signs that the COVID-19 pandemic has had a straining impact on the higher education sector in South Africa and the far reaches of the world. However, the necessary preparation and skills of lecturers and students are considered a major problem when integrating online education into teaching. The aim of the paper is to examine (Science, Technology, Engineering, Mathematics) STEM lecturers' experiences with digital assessments and perspectives on the continuity of digital transformation in the higher education sector in the post-COVID-19 era at one of South Africa’s rural universities. In 2022, a survey of ten (10) lecturers was conducted and the reports were also consulted by four (4) e-learning practitioners to obtain their views on the use of online learning and contact courses in the post-pandemic period. A qualitative research approach was used to understand the puzzling issues faced by STEM lecturers at a previously disadvantaged institution in Limpopo Province. The results of this study show that there is a puzzling conundrum that hinders the integration of effective online learning. Furthermore, online education as the new normal in the post-COVID-19 era seems unattainable due to extremely complex and difficult-to-understand mathematical symbols. Software and tools proved to be limitations in terms of establishing an interactive learning environment for students and lecturers on online learning platforms. Lecturers’ use of learning and teaching platforms deteriorated due to numerous unknown challenges, but also the tightening of COVID-19 restrictions. Furthermore, the results showed that science and mathematics lecturers believe that contact learning remains irreplaceable across generations and eras as some are not technology enthusiasts. This paper recommends that the lack of technological systems as well as technological resistance and reluctance to adopt transformative pedagogy and innovative practices should not be viewed as a thorny issue to end the dominance of online education in STEM courses.

Massification in higher education has made the satisfaction of students’ needs a difficult conundrum among university lecturers. In contrast, the use of innovative design for collaborative learning enhances student engagement in the populous student’s context. Moreover, this paper aims to extensively explore innovative designs for fostering student engagement and collaborative learning among first-year students at the University of Venda. The study employed a qualitative research method with the purposive sampling technique. Subsequently, a group of 200 students was the population of this study. Participant Observation and narrative inquiry were used as data collection instruments. The students in their respective groups were assigned topics from the module content to use their talents to demonstrate their understanding of certain content in the module. The non-surprising findings of this paper elucidated that collaborative learning expedites students’ mastery of key concepts and subject content. The module lecturers introduced students to these innovative designs to ensure collaborative learning and effective student engagement. The key findings elucidated these aspects namely, role-playing exercises, group projects, peer-to-peer learning, use of talents, and peer feedback. The implication of this study is that students learn to work together, delegate responsibilities and communicate effectively to attain a common goal. Using these strategies, the lecturers promote collaboration among students and foster a more engaging and interactive learning experience. This paper further recommends efficient and effective techniques and strategies to foster student engagement and collaboration to track and monitor at-risk students timeously.

There is no doubt that the COVID-19 pandemic has greatly affected the higher education sector in South Africa. However, academics and students’ preparedness and competencies have been considered a major conundrum concerning the integration of online learning in the classroom. The purpose of this paper is to examine the academics’ perspectives on a blend of a metaverse in the higher education sector in the post-COVID-19 era at one of the South African rural-based universities. A survey was administered in 2022 to ten (10) academics and the reports were consulted from four (4) E-learning practitioners to solicit their perceptions regarding the use of online learning and contact classes in the post-pandemic era. A qualitative research approach was employed to comprehend the challenges encountered in a historically disadvantaged rural-based university in Limpopo Province. The findings of this study show that there are major issues and challenges impeding the establishment of effective e-learning education. Consequently, technological continuity as a new normal in the post-COVID-19 era appears to be unattainable due to the challenges encountered by the students and lecturers. The use of Learning Management Systems among academics seems to have deteriorated due to the adjustments in COVID-19 rules and regulations. Furthermore, the findings revealed that most academics believed that contact learning remains irreplaceable throughout generations and ages as some are technophilic. This paper recommends that the incompetence and technological resistance and reluctance in adopting transformative pedagogies may not be used as a stumbling block to consider e-learning as a viable option to discontinue online education.