Abstract

This study assesses the effectiveness of post-COVID-19 learning recovery strategies implemented across South African universities from 2021 to 2024. Using a multi-institutional comparative research design, data were collected from 14 public universities through student surveys (n = 11,500), lecturer questionnaires (n = 2,300), interviews with university administrators (n = 48), and document reviews of institutional recovery frameworks. The analysis focused on blended learning models, digital infrastructure investments, academic support services, and student wellness interventions. Findings show that universities that adopted structured blended learning—characterized by redesigned curricula, asynchronous digital content, and consistent learning analytics—saw a 22% improvement in student performance relative to pre-pandemic baselines. Universities that invested heavily in digital libraries, data-free learning platforms, and lecturer digital-skills training reported higher student satisfaction rates. Recovery strategies that targeted marginalized students, particularly free laptop schemes and community learning centers, significantly reduced the digital divide. However, major challenges persisted, including unequal broadband access, high data costs, and limited lecturer adaptability to technology-enhanced learning. The study identifies mental-health support programs as crucial determinants of academic recovery, with 61% of students reporting improved academic engagement after accessing counseling services. Policy recommendations include expanding government–university partnerships for broadband financing, standardizing blended learning quality guidelines, and institutionalizing digital pedagogy training. The study concludes that South African universities made substantial progress in restoring academic stability post-COVID-19 but require sustained policy reforms to achieve long-term resilience in higher education.