ABSTRACT:
Bacground The COVID-19 pandemic accelerated the adoption of online teaching and learning, a shift already anticipated by the Fourth Industrial Revolution. In the Master of Public Health (MPH) program, lockdowns and infection control measures necessitated a move from face-to-face sessions to online platforms. This transition created both opportunities and challenges for students and academics.

METHODS:
Using a qualitative exploratory study design, we conducted two focus group discussions with 12 purposively selected Academics (n=7) and MPH students (n=5) at a South African university. The study obtained ethics approval prior to participants signing informed consent forms. Interviews were recorded (with participants’ permission) and transcribed by an experienced research assistant. Three authors (NK, KH and TD) thematically analysed data, and all other authors critically reviewed the manuscript.

RESULTS:
The data analysis produced six themes, namely: (1) COVID-19 as a catalyst for incorporating online platforms into teaching and learning, (2) infrastructural and technological demands of online teaching and learning platform, (3) engagement and social interaction in different teaching and learning modalities, (4) academic integrity and assessment challenges of the online system, (5) innovation and institutional adaptation, as well as (6) preferred teaching and learning modalities.

CONCLUSIONS:
This study demonstrates that COVID-19 accelerated the adoption of online learning in a part-time MPH program for mature students, offering flexibility but also exposing challenges related to technology, engagement, and assessment. Students and academics adapted through innovation and new teaching approaches, with a strong preference emerging for blended learning. Strengthening digital infrastructure and support for mature learners is essential to enhance the quality and sustainability of postgraduate public health education.