<p>The COVID-19 pandemic brough many changes in education, which rapidly introduced new online teaching pedagogies to institutions of higher education including one university in Eswatini. This study reports the experiences of adult educators about online teaching and learning during the COVID-19 pandemic. The Communities of Practice theory served as the basis for discussing the findings. The study used qualitative phenomenological research design. During the COVID-19 pandemic in 2021, six adult educators were purposively selected to respond to a semi-structured interview guide in a focused group discussion. The data were analysed thematically. The experiences of adult educators were characterized into four themes: anxiety over online teaching, lack of technological proficiency, difficulties of online teaching, and acceptance of online teaching. The findings revealed unequal access to communication technologies, affordability and unequal access to online teaching and learning in Eswatini. It was established that to improve adult learning, blended teaching approach that incorporates digital strategies in tandem with classroom practices is required. Adult educators reported the use of WhatsApp for sharing information and providing further support to students in Eswatini. It is recommended that the university needs to review its policies to upgrade ICT infrastructure, procure more resources and include trainings for adult educators on digital skills and online teaching pedagogies to prepare for more uncertainties such as COVID-19 crisis.</p>