| ISSN: 2583-4371 | ISSN: 2583-4371JOURNAL ARTICLE
Keywords: Online learning, Faculty challenges, Systematic review
Abstract: This study systematically reviews and synthesizes the challenges faced by faculty in online higher education, with particular attention to transformations emerging from the COVID-19 pandemic and the shift toward digitally mediated teaching. Guided by PRISMA 2020 guidelines, a structured search of the Scopus database was conducted for peer-reviewed, open-access journal articles published between 2019 and 2026. After a multi-stage screening and eligibility procedure, 14 studies were retained for qualitative synthesis and examined using a nine-dimensional analytical framework. The findings indicate that faculty challenges extend well beyond technological constraints to include pedagogical adaptation difficulties, concerns regarding assessment integrity, increased workload, psychological strain, reduced interaction, and institutional barriers. Among these, workload intensification, student engagement difficulties, and burnout emerged as the most persistent and interrelated problems affecting instructional effectiveness. The review also identifies disparities in digital readiness and uneven institutional support, raising significant concerns about equity, access, and long-term sustainability of online higher education. Overall, the study emphasizes that effective online teaching requires more than technological solutions alone; it demands coordinated institutional strategies that address instructional design, assessment practices, faculty well-being, and organizational support structures. Accordingly, the findings underscore the importance of comprehensive institutional support systems, pedagogically grounded professional development programs, revised workload policies, and equitable digital infrastructure to ensure resilient, inclusive, and high-quality online higher education beyond emergency teaching contexts.
Article Info: Received: 11 Jan 2026, Received in revised form: 13 Feb 2026, Accepted: 15 Feb 2026, Available online: 18 Feb 2026
DOI: 10.22161/ijtle.5.1.5
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