Sustaining Higher Education through eLearning in Post Covid-19

For years, academic bodies worldwide insisted on the classroom's traditional setting while expressing substantial reluctance towards using online courses. However, eLearning has emerged as the only alternative to the traditional classroom after the lockdown of COVID-19. The Higher Education bodies have adopted eLearning as a solution, which posed an expected challenge to the traditional theories of pedagogy and academic bodies. With the eLearning laboratories and applications, most education bodies have managed to sustain their curricula delivery. In this sense, eLearning has emerged as a successful tool that sustains Higher Education in crisis and emergency times. However, it is not an option to sustain education as a long-term pedagogical tool. Therefore, this paper explores the educational system's potential changes worldwide after COVID-19, where eLearning is the feasible medium to sustain Higher Education by adopting a curriculum based on integrating eLearning. It is descriptive and analytical in nature, and it is based on previous studies and research that have explored eLearning as an educational necessity. The literature review is explored by adopting the SWOT model to analyse the pros and cons of implementing eLearning in Higher Education. The SWOT analysis offers suggestions to avoid repeating recurrent deficiencies and mistakes when adopting an eLearning curriculum in the Post COVID-19 period by exploring the strengths, weaknesses, opportunities, and threats. Based on the analysis and findings, the paper concludes that eLearning is inevitable in the Post COVID-19 era since it has proved its success and sustainability once the threats and weaknesses are addressed and resolved.