Tansian University Journal of Arts, Management & Social Sciences

The COVID-19 pandemic accelerated the adoption of e-learning in Nigerian public senior secondary schools, exposing critical challenges related to the maintenance of digital learning resources. This study employs a qualitative thematic literature review to assess the extent of e-learning resource maintenance during the pandemic, examine its impact on instructional delivery, identify barriers to effective upkeep, and recommend strategies for future digital transitions. Findings reveal that poor maintenance culture, inadequate funding, and limited technical expertise significantly undermined the functionality and sustainability of e-learning infrastructure, particularly in rural and under-resourced schools. The study reveals the need for institutionalized maintenance frameworks, dedicated funding, capacity building, and improved infrastructural support to ensure resilient and effective digital learning environments. These recommendations aim to inform policymakers, educators, and stakeholders in building sustainable e-learning systems capable of withstanding future disruptions

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