Abstract:
This portfolio contains research exploring how the COVID‑19 pandemic accelerated the adoption of educational technologies in Namibian higher education institutions, with a focus on the University of Namibia. It examines both the opportunities and challenges experienced during the rapid shift from traditional face‑to‑face instruction to online learning. The study further discusses the broader impact of technology on teaching and learning, the role of contextual factors in sustainable education, and the relevance of sociological theories, particularly Giddens’s structuration theory, in understanding how structure, culture, and agency influence academic practices within higher education.
