There are several models that describe the relationship between teachers, students and information technology tools in the context of mathematics education. A known model, called socio-didactical tetrahedron has been used to highlight the role of teachers in school and college levels. In this work, we employ that to identify challenges that mathematics instructors faced in their online teaching in Oman. As a matter of fact, teachers’ experiences obtained during the Pandemic can have a significant role in terms of shaping the future of mathematics education considering the emergence of large language models and sustainability of mathematics education. We enumerate factors that affect mathematics education in online platforms and analyze instructors’ experiences obtained during the Covid-19. This research used an open-ended survey involving mathematics and statistics lecturers and professors in colleges and universities in the Sultanate of Oman. As one of the main results, it is concluded that the students’ self-discipline is essential in online teaching.