It was a truly weird year in 2020 for the global education system during the COVID pandemic. Students disappeared from the campuses, the whole system had shifted to the online delivery mode, universities had fallen massively short with millions of dollars in deficit, and thousands of university staff had lost their jobs as a consequence. Yet, when you talked to students they were not unhappy as staff and the top managers in the uni. Most of them were actually happy that they no longer need to commute the long distances from home to the uni for a 2-hour class, for example. However, if you take a deeper look at the quality of education pre and post COVID, it is simply easy to spot some of the obvious downfalls in the online delivery mode. In construction courses particularly, there are many units that have practical laboratory sessions regulated in their module. Indeed, it is known that the most effective way of learning is based upon experiencing the theories. Soil mechanic labs, concrete testing lessons, materials labs, and many more had shifted to online delivery mode by watching videos in the COVID pandemic. Students can't simply learn the way, for example, soil interacts under different moisture contents just by watching a video. Videos won't make professional engineers. Of course it is in the benefit of universities, financial wise, as the cost to run and supply the necessities for laboratories are eliminiated in this model of delivery. Nevertheless, online education is a factual phenomenon. So let's run a comprehensive SWOT analysis on this. That is our position in terms of Strength, Weaknesses, Opportunities, and Threats that we are exposed to as a consequence of online education delivery.