**7. Conclusion**

In keeping with the purpose of this study, it is crystal clear that the continuity of technology and digital learning still appears to be a difficult puzzle, as the STEM academics who participated in this study were completely unwilling to adopt transformative pedagogies and adapt to the online learning environment. Furthermore, the full realization of technology as the new norm in the post-COVID-19 era seems virtually unattainable due to the challenges and issues expressed by STEM academics and e-learning specialists. This is a prevalent area of concern as the COVID-19 pandemic state of emergency has exacerbated teaching and learning challenges due to distanced interaction. Conversely, it is important to note that the online space has been viewed as a temporary learning environment as most lecturers do not seem to welcome blended learning beyond the strict COVID-19 restrictions. Even though there is a paradigm shift in teaching and learning approaches. Most academics believe that contact learning remains irreplaceable across generations and ages as some are technology enthusiasts. Most academics used social media platforms to compensate for their inability to use Moodle.
