The chapter authored by Karen Ramlackhan addresses creativity and critical thinking in the context of online learning in academia, which during the times of (post)-Covid-19 has turned out to be one of the most burning issues in university pedagogy. As educators in academia, we all struggle with questions of how to sustain our students’ enthusiasm and engagement, and how to deal with the power relations in both on-site and online interaction. Moreover, challenging taken-as-granted notions on society can be a cognitively and emotionally charged experience for both teachers and students. These are challenges that become emphasised in online learning where our pedagogical practices as well as students’ participation are mediated by digital technology. Therefore, we must seek sensitive ways to facilitate learning of critical thinking.