This systematic review examines how the abrupt shift to online education during the COVID-19 pandemic transformed higher education and student experiences. Drawing on 18 peer-reviewed studies (2019–2024), it explores impacts on academic performance and engagement, with a focus on sociological issues like the digital divide, equity, and student well-being. Overall, many students benefited from the flexibility of online learning – for example, the ability to review recorded lectures and work at their own pace – often maintaining or improving grades. However, widespread challenges emerged: limited peer interaction and community, unequal access to technology and reliable internet, and increased stress and isolation hampered engagement. These disparities reinforced existing social inequalities: disadvantaged students frequently struggled to participate fully, highlighting the digital divide. The aim of the paper is to underscore the need for inclusive infrastructure and pedagogy. While it can be argued that digital classrooms represent a lasting social change, requiring investments in broadband access and devices, digital literacy training, and interactive teaching strategies. To promote equity and mental well-being, future educational policies should blend online and in-person learning, ensure academic integrity, and provide support systems addressing students’ socio-economic and psychological needs.