Abstract
Technological advancement and the advent of the internet led higher education institutions to transform from open and distance learning (ODL) to ODeL. The University of South Africa was the first university in Africa to offer distance education since 1946. Its success inspired other African countries like Zimbabwe and Botswana to establish Open and Distance Learning universities. In Eswatini, the Ministry of Education and Training policy of 2018 calls for the introduction of ODL in all existing and new institutions of higher learning. The policy however does not have guidelines on ODL implementation. In the interim Eswatini does not have a fully-fledged open and distance learning university. The study was conducted to explore how teacher training institutions in Eswatini implemented ODeL under the prevailing circumstances. The findings revealed that ODeL was introduced in teacher training institutions as a reactive measure to mitigate the COVID-19 lockdown that restricted students and lecturers from accessing campuses. Institutions were not ready to deliver programmes through the ODeL model. It recommended that institutions should use a blended learning approach while building capacity to gradually introduce ODeL, and train their students and staff on e-learning knowledge and skills. The Ministry of Education and Training should enact a policy with guidelines and a framework for implementing ODeL, and the government should build an open and distance learning university to align with other countries.