 This paper examines the potential of virtual learning spaces for providing an inclusive and tension-free environment for students during and after the COVID-19 pandemic. It argues that despite the initial skepticism about the effectiveness of virtual learning, it has been shown to be effective in many countries. The paper also highlights the need for policy changes and operational improvements in order to ensure that virtual learning can become a viable option for students. This article was authored by Moses Abla and Ejeng Okabi.