The World Health Organization has declared Covid-19 as a pandemic that has posed a contemporary threat to humanity. This pandemic has successfully forced global shutdown of several activities, including educational activities, and this has resulted in tremendous crisisresponse migration of universities with online learning serving as the educational platform. The crisis-response migration methods of universities, faculty and students, challenges and opportunities were discussed and it is evident that online learning is different from emergency remote teaching, online learning will be more sustainable while instructional activities will become more hybrid provided the challenges experienced during this pandemic are well explored and transformed to opportunities.

The advent of open educational resources (OER) has increased access to pedagogical resources that promote the quality of education, but the potential of the OER to transform pedagogical practices is yet to be realized, mainly as a result of a lack of concentration on the policies and practices necessary to support the idea of openness within the academic institutions. Several exploratory attentions have been given to educators’ adoption of OER, but little or none exists on university students’ intention to use and motivation to create OER. This study explores university students’ intention to use OER in Study 1 and motivation to create OER in Study 2 using a non‐experimental research design with a survey method and partial least squares structural equation modelling (PLS‐SEM) for the two studies. The findings indicated that the relationship between perceived ease of use, perceived usefulness, zero price accessibility and availability, and attitude and university students’ intention to use OER is significantly positive for Study 1. This showed that university students’ intention to use OER can be influenced by these factors. The relationship between competence and mastery of content, personal development, reward system and motivation to create OER is significantly positive for Study 2. This implies that university students are not mere users of OER but partners in the OER crusade as creators. Practitioner notesWhat is already known about this topic Significant roles of OER. Faculty members as OER developers. Students as mere users of OER. What this paper adds Factors that influence university students’ intentions to use OER using a blended TAM model. Factors that influence university students’ motivation to create OER using a blended SDT theory. The significant roles of university students as OER developers. Implications for practice and/or policy University students are not mere users of OER but partners in the OER crusade as creators. Extensive information on the factors to focus on by faculty members to improve university students’ intentions to use and motivation to create OER. The need for OER policymakers to concentrate on the factors highlighted in this study to make OER policies that will promote university students’ motivation to create OER.

Technology advancement provide more effective and efficient ways for the people to perform individual and or collective roles and execution of responsibilities, and this has also resulted to tenacious upsurge in peoples' dependence on technology. As the right for people with disabilities increases, the need to cater for their educational right like every other learner brought about the quest to provide for AT that can best serve those special students. Application of AT can help students with one or more deficiencies, aid information collection process and increase learning motivation. The aim of this study is to conduct content analysis of studies on AT in education and the research sample consist of research publications on AT in education published on Scopus between 2018-2022. Content analysis was conducted on the research publications related to the research and the data gotten were evaluated through descriptive statistical methods (i.e. percentage and frequency) with the intention that research findings will add to the body of literature and create more quest for research interest on AT in education. The findings indicated that, more studies were conducted in the year 2021 compared to others, qualitative research method was applied more in those studies, followed by quantitative and mixed methods, the larger percentage of the studies under review were conducted under special education, and the greater part of co-authorship were local collaboration.