Abstract
The COVID-19 pandemic accelerated the integration of digital technologies in higher education, transforming teaching and learning practices across East Africa. This study explores the emerging academic cultures shaped by technology integration in Uganda, Kenya and Ethiopia. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the qualitative research draws on interviews with 12 faculty members and administrators from three public universities, alongside official documents and secondary sources. Findings indicate that, despite infrastructural constraints, the pandemic prompted universities to adopt innovative digital pedagogies and flexible academic practices. These shifts have contributed to increased educational accessibility and equity. However, challenges remain, particularly regarding digital infrastructure, access to resources and faculty capacity-building. The study argues that these evolving academic cultures will continue to influence the post-pandemic educational landscape in East Africa. It offers key insights for policymakers, educators and institutions navigating digital transformation in similar contexts.