The show must go on. Though the integration of technology into the learning process has been on a rise over the last decade, COVID-19 has made a dependency on technology inevitable as educational settings change from in-person instructions to virtual instructions. Due to sudden and challenging demands, the virus factor should not be considered a hindrance to the teaching and learning process. In fact, COVID-19 provides an opportunity to rethink and transform the conventional mode of teaching and learning. Thus, in this challenging era, it is imperative to shift from convergent pedagogical approaches to divergent approaches to promote active learning. The study aims to find the prevalent gap in the EFL context between online learning and instructional activities. The study adopts a mixed approach. First, it takes us through the journey of fifteen faculty members from the Department of English at Prince Sattam University, KSA in three stages: the Initiation stage (readiness), the exploration stage (pedagogy, student engagement, and assessment), and the adaptation stage (coping strategies). Second, it interprets data on the usage of digital tools by fifteen faculty members from the department during a span of ten months. The study relies on an open-ended questionnaire and data documented by the quality committee. Participants were provided with six open-ended questions that were analysed using thematic analysis, adopting a semantic coding approach. The results of the study point towards transforming pedagogy to face the challenges of online learning. The study suggests adopting divergent approaches to engage EFL learners and make the learning process effective and productive.