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This study aimed to analyse if significant pedagogical transitions occurred from Pre-Covid-19 to Covid-19 period concerning applied teaching methods, course content, assessment strategies, technical support and faculty's readiness.

This is a quantitative study wherein perceptions of 116 faculty (from higher education institutions) from 22 countries were collected through an online survey. The authors classified the responses by five measurement characteristics and treatment, that is, Pre-Covid and during Covid. ANOVA test identified the differences between the ten groups. The authors also conducted ANOVA test for five Pre-Covid groups and five Covid groups and found meaningful differences among those groups.

The authors compared the differences by the treatment, that is, Pre-Covid and Covid, and found the significant difference in teaching methods, assessment strategies and faculty's readiness while there was no significant difference found in course content and technological support.

The findings and recommendations have a practical application for higher education leaders, curriculum managers and faculty working within this academic environment of online learning either completely remote or hybrid.

The interpretive analysis suggests key improvement areas where education policymakers and higher education strategists need to pay attention to developing strategies and be proactive to cope with any future emergencies whilst maintaining high standards of teaching and learning. This includes devising strategies to prepare faculty competencies to teach in a virtual learning environment, to revamp the assessment strategies and teaching methods.

During the COVID-19 pandemic, the importance of digital infrastructure in higher education surged. This study aims to analyze how a country’s digital capabilities influence pedagogical transitions in business schools and compare the impacts between digitally advanced and advancing countries.

The authors applied the job demands–resources model and the IMD World Digital Competition Ranking 2021 to analyze the impact of nations’ digital capabilities on the pedagogical transitions experienced by 121 business faculty members from 20 nations. The countries were categorized into digitally advanced countries and advancing countries. The snowball sampling method was used to gather data through an online survey consisting of 24 items. SPSS was used to statistically analyze the data in two stages using paired t-test and group comparison.

Significant shifts between face-to-face and online lectures occurred in both groups. Advanced countries witnessed positive shifts in discussions, presentations, oral assessment, independent learning opportunities, online teaching methods, technical support and faculties’ readiness, whereas advancing countries mainly noted alterations in professional development and communication technologies.

This study offers insights into optimizing digital capabilities and enhancing business schools’ readiness for effective pedagogical shifts during crises. Both the theoretical contribution and the findings will benefit national education policies, higher education institution leaders, scholars and educators.