| Sumario: | The higher education sector is highly disrupted by the onslaught of the COVID-19 pandemic. The enforcement of social restriction protocols led to the closure of higher education institutions and the shifting of teaching-learning to online classes. Various studies show that the disruption has offered lessons that could improve practices in the post-pandemic period. This systematic literature review (SLR) aims to assess the impact of COVID-19 on higher education in Bhutan and identify possible areas of improvement in the post-pandemic period. It follows PRISMA guidelines to identify and screen studies, followed by a thematic analysis to classify and categorise challenges and opportunities created by the pandemic. A significant finding for Bhutan is that the adoption of digital pedagogy has paved the way for implementing a blended learning system, offering ample opportunities for educational advancement. This system will promote inclusivity as it supports diverse learning groups, helps promote personalised and self-directed learning systems to improve the quality of teaching-learning, and contributes to the development of a culture of lifelong learning. Another notable finding also shows an unprecedented level of priority accorded to the well-being of students and teachers, which is recommended to be sustained. The SLR may contribute to the discussions on education reform that is currently underway in Bhutan.
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