| Using a qualitative content analysis approach, this study aimed to review 34 published studies on online education since the COVID-19 pandemic, with a primary focus on how the transition to online teaching during the pandemic affects instructors’ strategies, experiences, and professional development. The review is driven by investigating three research questions: 1. What are instructors’ experiences in online education during the pandemic? 2. What are the teaching strategies used by instructors in synchronous and asynchronous courses? 3. What are the impacts of online education on instructors’ career development? Ultimately, this review aims to contribute to a deeper understanding of the challenges and opportunities presented by online education in the context of the COVID-19 pandemic and beyond, with the goal of empowering instructors to excel in their roles while contributing to their professional advancement. I seek to make a contribution to the field of education by analyzing what instructors experienced and what they could gain from online teaching during the pandemic. This review might be useful to instructors who want to improve their teaching pedagogies and develop their careers in the post-pandemic period. This review might also be useful to scholars and policymakers who are interested in the topic of online education during the COVID-19 pandemic from the perspective of instructors and wish to conduct further study. |