Asian Journal of Education and Social Studies

Online learning in Zambia has emerged as both a critical stopgap and a potential long‑term lever for improving educational outcomes, especially after COVID‑19 forced rapid shifts away from face‑to‑face instruction. Studies from Lusaka’s higher‑education and school settings report that institutions and learners adopted platforms such as Google Classroom and Moodle at scale, enabling continuity of teaching and learning when classrooms were closed, yet exposing persistent gaps in infrastructure, connectivity, and power supply that limit effectiveness and equity. This study adopted a mixed-methods research design, which combined both quantitative and qualitative approaches to obtain a comprehensive understanding of how online learning enhanced educational outcomes in Zambia. The study was conducted in 6 institutions; 3 universities and 3 secondary schools. The population consisted of faculty deans, lecturers, students, head teachers, teachers, and pupils with a sample size of 201. The data collection process involved distributing the questionnaires to students and pupils while Semi-structured interview guides were conducted on deans, lecturers, head teachers and teachers. Quantitative data were analyzed using descriptive statistics whereas qualitative data from interviews were analyzed using thematic analysis. Evidence from urban schools indicated that e‑learning could positively change how lessons were conducted and improve pupils’ comprehension, underscoring its potential value for teaching and learning. However, research in higher‑education settings revealed that many lecturers and students were largely neutral about the convenience of the e‑learning platform, signaling limited perceived usefulness in practice. Additionally, another major finding was that access costs and related infrastructure challenges remained significant hurdles, including costly internet access and equipment shortages, which constrained broader adoption and effective use of online systems. A practical recommendation flowing from these insights was to strengthen preparedness through targeted investments in ICT infrastructure, widespread teacher training, and continuous professional development.