From Karachi to Nairobi: lessons that changed my online teaching forever

Teaching online across continents taught me one powerful truth: online education isn’t second-best. It’s a bridge — connecting learners across borders, creating accountability and challenging teachers to grow every day. 

When I was asked to launch and lead the University of London’s first online BBA cohort across Pakistan and Kenya, I expected logistical headaches. What I didn’t expect was how much it would reshape me as an educator. 

Bridging Karachi and Nairobi 

Different time zones, different classroom settings and students from diverse foundations made coordination a challenge. But these challenges became opportunities: I learned to build flexible timetables, create simple systems for feedback and keep learning accessible for everyone. 

Learning from ambitious students 

These students were bright, ambitious and academically sound. That meant I had to raise the bar every day. Every lecture became a chance to refresh my material, bring in global case studies and highlight pressing issues like sustainability and climate change. 

I realised that online teaching doesn’t just demand subject knowledge — it requires us to adapt, reframe and connect knowledge to the world students live in. 

Leadership in unexpected moments 

When faculty changes left gaps mid-term, I stepped in — teaching at short notice, redesigning assessments and making sure no student felt left behind. These moments showed me that leadership in higher education often happens behind the scenes: keeping continuity, building trust and ensuring quality no matter what. 

Reflection makes the difference 

One of my best tools has been structured feedback. By asking students what worked and what didn’t, I learned to adjust my teaching and give them ownership of their learning experience. That loop of reflection kept the programme relevant, even when circumstances changed. 

Why it matters 

For me, online education has been a journey of resilience and growth. For students, it meant access to a world-class programme without leaving their communities. For faculty, it demanded innovation and agility. For institutions, it created resilience against disruption. 

Small shifts in approach — accountability, storytelling, reflection — can turn online teaching into a powerful, sustainable medium. It can become a bridge that connects learners across borders, empowers students to self-regulate, and challenges educators to keep growing.

What small changes have you tried in your online or hybrid teaching that made the biggest difference?