This research paper examines the use of the MOODLE online learning platform in higher education in Algeria during and after the COVID-19 pandemic. The study includes interviews with EFL teachers from the Ecole Normale Supérieure of Constantine who taught various English subjects at different levels. The findings indicate that relying on a single platform may not be effective for teaching different subjects. The paper concludes with recommendations from experts to enhance the use of MOODLE, including addressing challenges such as lack of knowledge, training, and interactive tools. The article discusses the use of MOODLE during the pandemic, highlighting teachers' perceptions and experiences. The study reveals themes of uncertainty, dissatisfaction, lack of digital skills, challenging oneself, students' unawareness, and empowerment and self-determinism. Teachers expressed both positive and negative attitudes towards MOODLE, with some facing challenges due to lack of training and the nature of their subjects. The study concludes that while MOODLE was useful during the pandemic, improvements are needed for more effective use. The article also discusses the challenges faced by teachers in the Algerian context, emphasizing the need for access to multiple learning management systems that cater to specific subject needs. Recommendations include modifying the MOODLE interface, addressing internet connectivity issues, providing instant notifications to students, and offering training and guidance to both teachers and students. The authors stress the importance of digital literacy and active student engagement in the e-learning process. [Extracted from the article]