PurposeTo determine the perceived self-efficacy of South African LIS academics in e-teaching as a co-requisite to imparting relevant ICT knowledge and skills to LIS students.Design/methodology/approachThe study was underpinned by the pragmatic world view, which allows a researcher to choose a combination of methods, techniques and procedures that best meets the needs and purposes of the study. Based on the purpose and objectives of the study, and the type of data needed, a quantitative approach, employing the descriptive survey design was used. An online questionnaire with both structured and unstructured questions was distributed to 79 LIS academics in 8 universities and attracted a 68.4% response rate. Structured responses were computed directly as quantitative data, while the unstructured answers were aggregated under themes and analysed quantitatively.FindingsThe findings show that LIS academics in South Africa have not been left behind in the trends regarding e-teaching, and most of them feel quite confident about their self-efficacy in e-teaching. A variety of Learning Management Systems and e-tools are in use and relevant policies and technical support available. Most LIS academics, to re-/up-skill themselves, employ diverse heutagogical strategies. However, the e-teaching support in terms of resources and technical support are inadequate because some universities are deficient in their provision of ICTs and e-learning guidelines.Research limitations/implicationsThe limitations of the study is that this was a time-bound study that focused merely on the basic level investigation A further in-depth probing of the real (as opposed to self) levels of e-teaching efficacy and how heutagogy can be explored or advocated is necessary.Practical implicationsThe implications of the results are that (1) South African LIS academics are well fairly well prepares to face the impact of COVID-19, which has forced universities to turn to virtual/online education (2) Heutagogical approach should be explored as a method of further improving the capabilities of e-teachers, in order to (3) pass forward a positive impact on LIS graduates by preparing them to be agile for a modern work environment. (4) universities have to provide sufficient resources to support academics in their endeavour to continually improve their teaching.Social implicationsTopical in the face of the novel coronavirus.Originality/valueOptimal

No abstract

No abstract