A qualitative investigation into higher education teaching staff’s confidence with online teaching following the COVID-19 pandemic

This paper contributes to the ongoing discussion around pedagogical transitions in higher education, focusing on UK teaching staff’s experiences with the shift to online teaching during the COVID-19 pandemic. It provides qualitative, empirical insights into staff confidence when transitioning from face-to-face to online modalities. Semi-structured, one-to-one interviews were conducted online with seven participants: four women and three men, working across UK higher education institutions. An inductive thematic analysis revealed three overarching themes: transition, usability, and engagement. These themes suggest that staff experiences of moving online were varied and nuanced, shaped by institutional support and individual adaptability. The findings highlight the importance of understanding staff perspectives when implementing digital teaching strategies. While many participants reported challenges, others described adaptive practices that reflect emerging digital competencies. The study underscores the need for higher education policymakers, departmental leads, and academic developers to consider how institutional structures can better support teaching staff through future pedagogical transitions.