The COVID-19 pandemic precipitated unprec- -edented disruptions to educational systems worldwide, with developing countries facing disproportionate challenges in maintaining academic continuity. This study examines the strategies, challenges, and outcomes of managing education during global lockdowns in developing nations, with particular emphasis on Sub-Saharan Africa. Through a mixed-methods approach combining quantitative surveys (n = 450 educators and n = 1,200 students) and qualitative interviews (n = 45 stakeholders), this research investigates the digital divide, infrastructural constraints, socioeconomic barriers, and innovative solutions implemented across 15 developing countries. Findings reveal that 68% of students in developing countries experienced severe learning disruptions, with only 23% having consistent access to online learning platforms. However, the crisis catalysed innovative approaches including radio-based education, mobile learning applications, and communitybased learning hubs. The study identifies critical success factors including government– civil society partnerships, context-appropriate technology adoption, and teacher capacity building. Results indicate that hybrid learning models combining digital and traditional methods show the greatest promise for sustainable educational continuity. This research contributes to the discourse on educational resilience in resource-constrained environments and provides evidence-based recommendations for policymakers, educators, and international development organisations.