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's finding reveals the challenges of teaching and learning during COVID-19 that can spillover into the post-pandemic if not resolved by multi-campus HEIs in developing nations. These challenges include a lack of learning devices, increased lecturer workload, use of technology constraints and the need to monitor the students' mental health issues. Other challenges accruing from large-size classes, high cost of data, internet connectivity issues and steady power failure were also identified as effects of the existing social development lacuna in South Africa. The study utilised the social constructivist theory by Lev Vygotsky (1987) as a social learning theory for the study topic. The University of the Free State undergraduate students and their lecturers were interviewed using individual and focus group interviews to gather relevant information. Thematic analysis was applied, and the study recommends social development upgrades in South Africa, continuous monitoring of student's mental health, review of the University channel for delivering students' services, continuous evaluation of the post-pandemic teaching and learning challenges, mainstreaming the ongoing digitalisation drive and stakeholder collaboration towards infrastructure development remedies.