Misaligned Perspectives? A Pilot Comparative Study of Student and Faculty Priorities in the Post-Pandemic University

Post-pandemic digital transformation in higher education has been predominantly interpreted through a faculty-centered lens, often overlooking student priorities. This pilot study compares faculty and student perspectives on the most urgent needs for improving online teaching and learning in the post-pandemic university. Using a triangulated asymmetric design, the analysis contrasts a consolidated faculty baseline (N = 283), validated through a 2025 follow-up probe (n = 18), with an extensive student survey conducted in 2025 (N = 129). Both groups responded to an identical forced-choice prioritization item. Results reveal a pronounced misalignment: faculty overwhelmingly prioritize pedagogical training, while students most frequently identify technical infrastructure and software usability as the primary bottleneck (45.7%). Interpreted through the Technology Acceptance Model, the findings suggest that faculty focus on methodological refinement, whereas students continue to experience high technical friction affecting perceived ease of use. The study identifies a strategic blind spot in institutional decision-making and argues that effective post-pandemic digital policy must balance pedagogical capacity-building with robust, user-centered technological infrastructure.