Sustainability of Online Teaching and Learning in Open and Distance eLearning: Lesotho's higher Education institution

Open and Distance e-Learning (ODeL) has been recognised for its potential to bridge educational gaps in higher education. However, the digital divide in Lesotho and other sub-Saharan African countries pose a threat to sustainable online learning. The digital divide in this context encompasses disparities in access to devices and connectivity, digital literacy, and the ability to benefit meaningfully from technology use. Guided by the Community of Practice (CoP) theory, a case study of one Higher Education Institution (HEI) in Lesotho was conducted in exploring the sustainability of Online Teaching and Learning (OTL) in ODeL programmes. A thematic analysis of data generated from students, instructors, and administrators reveals key challenges, including financial constraints, inadequate training for both students and academics, and infrastructural gaps as barriers to Information and Communication Technology (ICT) integration. Notwithstanding the identified challenges, online platforms such as WhatsApp, email accessed via smartphones and computers facilitate meaningful communication and collaboration. The article concludes that while OTL is partially sustainable, addressing the digital divide through subsidized data, structured digital skills training, and streamlined administrative processes is essential. Context-sensitive strategies are recommended for building resilient and inclusive learning communities within resource-constrained environments. Findings indicate that OTL is partially sustainable, with essential ICT infrastructure and digital practices in place, though limited. While OTL is found to be partially sustainable, addressing the digital divide remains essential. Targeted strategies such as subsidized data costs, providing digital literacy training, and streamlined administrative processes are however recommended. Furthermore, the article finds that the existing blended learning model, which combines face-to-face interactions with virtual spaces, enhances social presence, motivation, and resilience among students. The article concludes that context-sensitive, inclusive approaches are key to sustaining OTL in resource-constrained environments and to building resilient, connected learning communities.