A usual calendar would have allowed this time of the year for plus two schools and colleges to spread their charismatic slogans throughout the country. A series of billboards would have produced the most photogenic smiles of the students of the given college flaunting their successes, presumably because they have studied there. Voices would have emerged from television and radio channels, reminding its audiences the most important phone numbers of the year—that of the plus twos. Most importantly, in their spade card—their prospectus—they would have declared their jewels: their highly qualified and experienced faculties, well-lit spacious classrooms, fully equipped laboratories with research lab and/or spacious hotel management labs, rooftop/hygienic cafeterias, separate hostels for boys and girls, fitness centers, peaceful and safe environment (irrespective of their location), the best transport facility and so on.
Prior to COVID-19 pandemic, the now popular online education system had rarely become a priority for Nepali academic institutions. Now the nationwide lockdown has compelled the majority of the institutions and their teachers to run their classes online, mostly by using Zoom software. The evolving trend in the Nepali education system has thus made Nepali teachers, students, and parents familiar with the online classes. Thus COVID-19 has made virtual teaching and learning a new normal. But without proper plans, sufficient technological tools, and much-needed awareness among all stakeholders, it won’t be possible to achieve positive outcomes from ongoing online education. The past experiences have shown that poorly designed technologies rather discourage the teachers and students from adopting it.