It is known fact that the world has witnessed several outbreaks of infectious diseases (such as SARS, Zika and MERS) in the first two decades of the 21st century that expanded across several continents (Kretzschmar et al., 2022). It is also a known fact that these outbreaks variously grew out to a pandemic and caused a large number of deaths. There is no doubt that all these outbreaks required significant efforts in mitigation and control measures since they caused millions of deaths worldwide and disrupted the functional arrangements of business, which collectively had not only social impact but enormous economic impact. Yet, the COVID-19 pandemic was deemed to have had the largest effect on both humanity and the industrial space in almost all countries in the world in ways unimaginable before the year 2020 (Kretzschmar et al., 2022). As it was highlighted in the editorial of the first special issue, the world has changed rapidly since the advent of the COVID-19 pandemic (Sanda, 2023a). Managing this change, especially during the epic of the pandemic, was probably the single most difficult structural and managerial challenge encountered by organizations and other business entities, especially those operating in African industrial environment (Sanda, 2023a). Aside the human health implication of the COVID-19 pandemic, there were also prevailed challenges associated with the effective and efficient functionalities of organizational structures and their associated practices models and strategies. This showed that the consequential impact of the COVID-19 pandemic on the global industrial environments transcended human factor challenges associated with the effective and efficient interactiveness of human systems and organizations' practice models, structures and strategies for enhancing performance and productivities.During the COVID-19 pandemic, the criticality of the application of information technology in most organizational systems became even more evident. For example, in the education sector, the usage of virtual platforms as instructional media for teaching-learning dynamics across was very evident. Sanda (2022) observed that many organizations in the education sector re-strategized their practice models by re-structuring the human-structures systemic interactions to offset the consequences of the COVID-19 pandemics on their operations. In this vein, a comprehensive integrated information technology-led system, strategies and plans to enhance continuity in their teaching and learning activities were implemented by such institutions (Sanda, 2022). Virtual interactive platforms that sought to address specific educational problems, including real-time visualization of teaching, and learning activities by instructors and students were implemented to enable effective checks and administration of academic activities. This was based on the argument that the viability of digitized platforms was proven in the interactive social media environment and, as such will also be viable in the educational social space (Sanda, ...