Sustainable Teaching and Learning E-learning Model towards Redesigning Transformative Learning Model for Knowledge Sharing & Infrastructure Enhancements Post COVID-19

Background:: Recently, e-learning has become a very basic, integral part of technologybased learning. Wide trends are increasing day by day because of the demands and its usage based on working remotely due to highly penetrated mobile handheld devices and digital media. The smart campus infrastructure has played a vital role to its full extent towards Z millennium students in the 20th century. The teaching and learning accessibility depends on terms of various cost-based affordable platforms, either with synchronous learning or asynchronous mode of learning. Methods:: The current research explores the changeling leading to infrastructural reforms as per the need for digital media for e-learning during and after COVID-19 spreads. The perspectives in 2 forms of research study are: 1st working on infrastructural needs and demands for the smart campuses and online learning challenges and 2nd is working on platforms technology utilization for better accessible resources for all learners. This work studied different aspects during and after COVID-19, leading to the importance of uninterrupted internet access, phone, hardware and reliability, etc. In this work, the importance of gamification study and flipped classrooms for enhancing learner performance to highly engage them in learning environments focused research model on learner engagement on Gamified perceiving study with Smart PLS-SEM was investigated. Promoting sustainability in its entirety through knowledge transfer and contributions to address various challenges in the redesign of learners' syllabi to meet educational needs, emphasizing online learning to integrate various modes of learner platforms, personalized teaching and learning, peer-to-peer communication for learner enhancement, and student engagement through gamification are studied. Results:: Learners who are enrolled at the school, college, and university levels of education increased exponentially post-COVID-19. More than 90% responded to school closures with different learning abilities. Nearly 50% of countries in the world are merging guidance with faculty training. The enrolment in online courses has surged to more than 80%, and the success rates for online courses have increased to more than 70%. The eventual outcome is to emphasize the two aspects of the online platform of teaching and learning by giving students higher outcomes and intelligent aspects of a smart campus. The learners progress in terms of less network connectivity loss, efficient chat system, knowledge sharing, online assessments, micro-learning, increasing engagement, and gamification rewards in online learning. PLS-SEM results indicate the fitness values for a fit model with x2/df as 1.50 and RMSEA as 0.059. Conclusion:: From the learning prospective, the research focuses on inferring the importance of gamified learning applications for student learning satisfaction levels. This enhances and improves their fun learning competence.