Dankers, PaulStoltenkamp, Juliet2023-07-182023-07-182023Dankers, P., & Scholtenkamp, J. (2023). Advances made by the University of the Western Cape in the support of remote online teaching and learning for student success and access. Perspectives in Education, 41(2), 247-257. https://doi.org/10.38140/pie.v41i2.6328ISSN 2519-593Xhttps://doi.org/10.38140/pie.v41i2.6328http://hdl.handle.net/10566/9209During the COVID-19 pandemic, ongoing advances were made by higher education institutions (HEIs) to support remote online teaching and learning for student success and access, which are increasing areas of research. The major objective of this paper is to address the shift to remote teaching and learning practices that Covid precipitated in higher education. We report on literature that captures the ongoing shift to remote teaching and learning practices. The response of the University of the Western Cape (UWC) to the crisis of the pandemic will be highlighted. Various themes related to the pedagogical value of emergency remote teaching (ERT), online learning, and continual post-pandemic support are discussed. We examine how challenges presented new opportunities for curriculum innovation and transformation at the UWC. The focus is the importance of a continual professional academic support structure and post-covid awareness campaigns in order to sustain fully online and hybrid teaching and learning approaches. Recommendations highlight that departments across faculties need to focus on training and support with regard to the attainment and effective application of eSkills and eTools; and that there is a need to intensify this, especially as part of the broader curriculum transformation agenda. More research that focuses on ongoing advances in the support of remote online teaching and learning for student success and access during a pandemic is necessary.enAccessEmergency remote teaching and learningInnovationStudent successTransformationArticle