This study investigates faculty members’ attitudes towards adopting technology-enhanced learning tools in their teaching practice as an emergency response to the latest pandemic. It concerns faculty preparedness and response to the imposed suspension of face-to-face classes and the integration of the emergency remote teaching that took place in early March 2020. Underpinned by transformative learning theory, the study collected data from a questionnaire and one-to-one interviews with 13 faculty members teaching at Qatar’s Education City. The study provides insight into faculty’s abilities to adapt their teaching approaches to ensure curriculum continuity in emergency situations. Faculty members were also able to revamp their curricula to provide a variety of learning materials that engage their students, rethink their assessment techniques and tools, and find time to connect with the students, check on their progress as well as their wellbeing. This study contributes to the transformative learning theory by proposing a reversed model that was experienced during the pandemic. Furthermore, although the study is situated in Qatar, it has resonances beyond the Qatari context as it emphasises the need for continuous professional development opportunities for faculty members to acquire, maintain, and improve their online teaching skills for a national online learning strategy. Finally, this study contributes to the field of technology-enhanced learning by rethinking its applicability in light of and beyond the pandemic.