LAUSR

Abstract Online learning remains a challenge for many international students from low- and middle-income countries because of digital barriers. The COVID-19 pandemic intensified these challenges, as higher education institutions assumed that all students could seamlessly transition to online learning, overlooking the digital diversity among international students. This study examines whether and how HEIs in China supported international doctoral students from Sub-Saharan Africa in their online learning during the pandemic. Specifically, it explores the challenges faced, students’ perspectives, and how the experience shapes their digital skills for future learning. Using a qualitative approach, semi-structured interviews were conducted with ten purposively sampled doctoral students from ten Sub-Saharan African countries enrolled in three Chinese universities. The findings revealed that students residing in their home countries had no prior experience with online learning and that HEIs in China did not provide adequate digital support. The study highlights the need for HEIs to consider students’ prior online learning experience and offer the necessary support for equitable digital learning. A large-scale post-pandemic study is recommended to assess the impact of COVID-19 on higher education and examine current institutional measures to increase resilience in future learning disruptions via innovative research approaches.