Topic: Barriers to Learning Linger into Post-Pandemic for Multi-Campus Institutions in Developing Nations: A Case of the University of the Free State

This qualitative study reveals the challenges of teaching and learning during COVID-19 that would spill over into the post-pandemic if not resolved by multi-campus institutions found in developing nations. The finding shows challenges such as lack of learning devices, large-size classes, high cost of data, internet connectivity issues, increased lecturer workload, use of technology constraints and student mental health issues. The social constructivist theory by Lev Vygotsky (1987) is applied as a social learning theory to the study topic. The students and their lecturers were interviewed using focus groups and individual interviews at the University of the Free State in South Africa to gather relevant information needed for the study. Thematic analysis was utilised to analyse the data. The study thus recommends that the social development in South Africa as a developing country needs an urgent upgrade for a better post-pandemic outcome to ensue; the approach through which student services are provided and communicated or socialised needs to be reviewed; student mental wellness requires a continuous check in the post-pandemic given lingering effects of the pandemic trauma and menace; the subsequent study should include students’ teaching and learning challenges in the post-pandemic; digitalisation drive is needed; and more collaboration amongst the university, government and relevant stakeholders to resolve challenges of social development lacuna.