During the COVID-19 pandemic, many academic institutions urgently needed to transition from traditional face-to-face instruction to online teaching. However, this abrupt shift left numerous institutions ill-prepared, as they had to quickly modify their existing teaching materials and resources. These materials were originally designed for in-person and hybrid modes of instruction and required substantial adjustments to be effective in fully online formats.

This paper explores the profound impact of the pandemic on student learning, placing a strong emphasis on the challenges faced by students concerning their overall well-being. The analysis is grounded in data collected from the United Kingdom Student Academic Experience Survey, which spans from 2019 to 2023. The data focuses specifically on the experiences of full-time undergraduate students within higher education in the United Kingdom.

Through thematic analysis, the paper sheds light on the negative repercussions of the rapid transition to online teaching. It examines how this shift disrupted students' academic engagement and significantly affected their mental health and social interactions. By highlighting these critical aspects, the paper aims to provide a nuanced understanding of the overall educational experience during this unprecedented period and the long-lasting implications for student well-being in higher education.

Keywords: Academic institutions, online teaching, COVID-19 pandemic, undergraduate student, teaching methods.