The global Covid-19 pandemic precipitated unprecedented disruptions to higher education institutions (HEIs), compelling a rapid transition from traditional face-to-face instruction to remote, online, and blended modalities. Many HEIs, particularly in resource-constrained contexts, were underprepared for this shift, exposing longstanding infrastructural and socioeconomic inequalities while forcing students and lecturers to adapt to unfamiliar forms of engagement. This study explores the transition processes of teaching and learning during and after the global pandemic within a School of Education in a South African HEI, focusing on lecturers’ experiences of adopting multi-modal and blended teaching approaches. A qualitative, intrinsic case study design was employed, involving ten lecturers from four departments in the School of Education who were conveniently sampled. Data were collected through semistructured online and face-to-face interviews conducted over six months. They were analysed using inductive thematic analysis to develop an in-depth understanding of lecturers’ narratives of change, adaptation, and resilience. The study revealed inadequate institutional resources and digital infrastructure, significant pedagogical transitions towards multi-modal and blended approaches, heightened awareness of students’ diverse and changing needs, and the development of lecturers’ pedagogical, technological, and assessment competencies. While many students experienced difficulties in accessing learning, the period also fostered autonomous learning, resilience, and the re-thinking of assessment practices.