Main Article Content
The rapid transition from the traditional method of face to face classroom teaching to remote teaching during COVID-19 pandemic raised unprecedented challenges for lecturers as they were required to integrate digital technologies in learning and teaching. This study explores lecturers’ experiences and perceptions of their competencies to effectively integrate digital technology in learning and teaching during the pandemic. Furthermore, institutional support provided to them in designing, implementing and sustaining online teaching and learning during this era is evaluated. The study employed qualitative research design and collected data from five (5) University of Botswana lecturers using individual in-depth interviews. The findings reveal that although lecturers acknowledged the benefits of using digital technologies for teaching and learning to be important, they lack the digital competencies and skills required for effective integration. Other challenges that are highlighted are inadequate professional development and the institutional support in designing, implementing and sustaining online teaching. Therefore, it is critical that the institution fosters a supportive environment and provides lecturers with the necessary technological and pedagogical skills to effectively integrate digital technology in teaching.