Teacher centred teaching learning methods are traditional approaches in which the teacher plays a dominant role in planning, delivering, and evaluating instruction, while students assume a relatively passive role as recipients of knowledge. In nursing education, such methods include lectures, demonstrations, structured presentations, and teacher-led discussions. During the COVID-19 pandemic and in the post-COVID period, these methods underwent significant transformation, raising questions about their relevance, effectiveness, and limitations in contemporary nursing education. During the COVID-19 pandemic, strict lockdowns, social distancing measures, and suspension of clinical postings disrupted conventional classroom teaching. Teacher centred methods, particularly face-to-face lectures and demonstrations, were abruptly shifted to online platforms. Educators relied heavily on virtual lectures through video conferencing tools, recorded presentations, and structured online modules. While the teacher continued to control content delivery, the medium changed from physical classrooms to digital spaces. This transition exposed several strengths and weaknesses of teacher centred methods. One major advantage during the pandemic was the ease of content standardization. In crisis situations, when time and resources were limited, teacher centred approaches allowed nursing faculty to efficiently disseminate essential theoretical knowledge related to infection control, COVID-19 protocols, and emergency care. Recorded lectures enabled repetition and revision, ensuring continuity of learning despite physical barriers. Faculty members could manage large groups of students simultaneously,