Undoubtedly, the COVID-19 pandemic (World Health Organization, 2020) had an unprecedented effect on our university community like most higher education institutions worldwide. It resulted in a sudden pivot in teaching and learning practices from all face-to-face classroom activities to online environments. This abrupt modification significantly impacted our campus community and continues to influence instructors’ pedagogical approaches along with teaching and learning methods. Research on teaching and learning during the pandemic (Ashencaen Crabtree et al., 2021; Cutri & Mena, 2020; Howe et al., 2021; Marioni et al., 2020; Miskry et al., 2021; Schulz & Demers, 2020; Watermeyer, 2021; Weilandt et al., 2022) highlighted growing mental health challenges, discrepancies in the accessibility of digital resources, and barriers in infrastructure and teaching development support. Although a systematic evaluation of online teaching and learning practices, supports, resources, and gaps is a substantial undertaking, the eventual gains far outweigh the costs.
Therefore, this virtual presentation is four-fold. First, the presenters aim to share insights about instructional limitations and unforeseen benefits that bear thoughtful reconsideration on the well-being and professional development needs of university instructors. Second, we will explore the landscape of online teaching within the context of supporting inclusive and equitable university teaching for a diverse student population. Third, recommendations will be offered for online teaching approaches and learning strategies in the post-pandemic era. Finally, a safe space will be provided for attendees to reflect on their online teaching and learning experiences and share concrete ways to move forward as we work towards equity-centred education.