The article examines the responses of 20 countries' higher education institutions to the COVID-19 pandemic, highlighting the diversity of approaches taken. The study uses a desktop analysis of university and government sources to map the responses, revealing a range of strategies from no response to social isolation and rapid curriculum redevelopment for online learning. The analysis discusses the agility of higher education in preparing for the pandemic and the opportunities for learning from other universities' pedagogical developments. The pandemic has significantly impacted global higher education, with initial responses in countries with large Chinese student populations focusing on online training and economic impacts. As the virus spread, higher education institutions in affected countries shifted focus to their own operations. The pandemic tested organizational agility, with many initially focusing on transitioning content to an online environment rather than online pedagogy. However, it also highlighted the challenges faced by poorly resourced institutions and socially disadvantaged learners with limited access to technology. The study covers responses in various countries, including Australia, China, Egypt, Germany, Hong Kong, India, Indonesia, Italy, Jordan, Malaysia, Nigeria, the Republic of Ireland, South Korea, Singapore, South Africa, and South America. Each country's response is detailed, showing a range of strategies, from rapid online learning to closures and social distancing measures. The study also notes the challenges faced by institutions in providing effective online learning, including the need for digital infrastructure, training, and support for students and staff. The article concludes that while the pandemic has forced higher education institutions to adapt quickly, there are significant opportunities to learn from the pedagogical developments of other universities to strengthen collective responses to the pandemic and into the future. The study emphasizes the importance of digital pedagogy and the need for continuous improvement in online learning practices.The article examines the responses of 20 countries' higher education institutions to the COVID-19 pandemic, highlighting the diversity of approaches taken. The study uses a desktop analysis of university and government sources to map the responses, revealing a range of strategies from no response to social isolation and rapid curriculum redevelopment for online learning. The analysis discusses the agility of higher education in preparing for the pandemic and the opportunities for learning from other universities' pedagogical developments. The pandemic has significantly impacted global higher education, with initial responses in countries with large Chinese student populations focusing on online training and economic impacts. As the virus spread, higher education institutions in affected countries shifted focus to their own operations. The pandemic tested organizational agility, with many initially focusing on transitioning content to an online environment rather than online pedagogy. However, it also highlighted the challenges faced by poorly resourced institutions and socially disadvantaged learners with limited access to technology. The study covers responses in various countries, including Australia, China, Egypt, Germany, Hong Kong, India, Indonesia, Italy, Jordan, Malaysia, Nigeria, the Republic of Ireland, South Korea, Singapore, South Africa, and South America. Each country's response is detailed, showing a range of strategies, from rapid online learning to closures and social distancing measures. The study also notes the challenges faced by institutions in providing effective online learning, including the need for digital infrastructure, training, and support for students and staff. The article concludes that while the pandemic has forced higher education institutions to adapt quickly, there are significant opportunities to learn from the pedagogical developments of other universities to strengthen collective responses to the pandemic and into the future. The study emphasizes the importance of digital pedagogy and the need for continuous improvement in online learning practices.