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Purpose This study aims to comparatively analyze the role of mainstream media and social media in promoting quality education during and after the COVID-19 pandemic. Design/methodology/approach The social cognitive theory and technology acceptance model served as the theoretical framework for this study. A descriptive survey and mixed-methods research design were employed in this study. Twenty institutions (10 pre-tertiary and 10 tertiary) participated in the study. From each institution (pre-tertiary and tertiary) and stratum (students and lecturers), 10 teachers/instructors and 10 students were purposely selected to serve as the participants and respondents for this study. Findings The study disclosed that personal ownership of electronic gadgets among the staff is higher than among the students; the tertiary institutions deployed and used more social media and mainstream media platforms than pre-tertiary educational institutions; social media platforms are easier to use, most preferred, popular and most effective platforms for teaching and learning during and after the COVID-19 pandemic and lockdown than mainstream media. Specific use of WhatsApp, YouTube and Facebook is even more popular, easy-to-use, most preferred and most effective platforms for teaching and learning during and after the COVID-19 pandemic and lockdown. The researchers also acknowledge that technical and human factors impede the smooth use of media for teaching and learning. Research limitations/implications The findings seek to serve and inform the public and policymakers in the health and educational sectors about measures and platforms they need to deploy to meet the needs of their clients during public health emergencies. Originality/value To the best of the authors’ knowledge, this study stands out as the first of its kind as it compares mainstream media and social media usage for teaching and learning during and after the COVID-19 pandemic.