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This study investigated preferred learning and teaching styles of the Z-generation learners using Nigerian universities as a case.

The visual, aural, read/write and kinesthetic (VARK) learning style model and the teaching method instrument were administered to 133 students' from private and public universities in Southeast Nigeria, and data collected were subjected to descriptive statistics and multivariate probit regression.

The students' preferred learning styles were auditory (90.2%), visual (83.5%), tactile (82.7%) and social interpersonal (73.7%). The findings indicate high preference for lecture with discussion among students while the least preferred teaching style was peer tutoring. Gender, programme of study, parents' marital status, students' socioeconomic and type of university showed different significant levels of interaction with learning style preference.

The results suggest that contemporary university teachers teach concepts using audio–visual media tools and lecture method combined with discussions to enhance students’ learning experiences.

Despite the numerous studies on learning and teaching styles preference among generations, the authors have not had until now any data examining the learning and teaching style preference of the Z-generation learner in the Nigerian context.

The shutdown of normal face-to-face educational method of learning caused by the coronavirus disease 2019 (COVID-19) pandemic has made the education stakeholders reconsider and rethink education anew in light of the emerging challenges and opportunities imposed on e-learning in higher education in Nigeria post COVID-19. This study investigates the challenges confronting e-learning in higher education in Nigeria amid COVID-19.

Drawing upon data collected through a structured questionnaire administered to 395 lecturers in various disciplines in private, state and federal universities in Nigeria, the study adopts a quantitative research method. The quantitative data were analyzed using descriptive statistics.

The findings indicate that Nigeria Higher Education Institutions (HEIs) are still in the early stage of adopting the e-learning mode of study. In addition, there was no existing e-learning curriculum before the pandemic. Also, adopting e-learning mode of teaching was an uphill task for both the lecturers and the learners, given the lack of experience in information and communications technology usage and inadequate infrastructure to support e-learning.

A major limitation of the study is the inability to investigate the challenges facing students in using e-learning tools due to the unavailability of access to students during the lockdown. However, the limitations create opportunities for further studies into the subject matter.

The study is timely given that HEIs in Nigeria and some other countries in Africa are yet to adopt blended teaching methods. Literature reveals that most HEIs in Nigeria are using only brick and mortar mode of teaching despite the benefit of blended learning in a pandemic situation.