Human existence, since time immemorial, has been plagued with epidemics and pandemics. These significant medical terminologies are often used interchangeably. However, they have distinct meanings. Many leaders of global countries welcomed the news of the exponential impact of COVID-19 on their respective economies, and on the entire world with disbelief. However, the stir caused and socio-economic impact of the pandemic on global education cannot be underestimated. The purpose of this research was to examine the disruptive effect of COVID-19 on educational programmes and activities in countries and territories across the globe. The quantitative approach to scientific inquiry was adapted and used in the study. Specifically, the research relied on cross-sectional design. This facilitated the collection of relevant research data over a specific period. Data required for the conduct of the research were obtained predominantly from secondary sources. These included text books, peer-reviewed articles published in journals, research papers, newspaper publications; Google Search Engine including worldometers.info, africanews.com, ghanahealthservice.org, who.int, and weforum.org; and electronic databases of international bodies such as UNESCO, among other significant sources. Respective data on pre-primary through secondary levels, and tertiary level of education for 108 countries across the globe; population data for each of these 108 countries; and available data on COVID-19 during the period were used in the study. Regression models and descriptive statistics were used to describe the research variables; and to evaluate their behaviour over the stated time frame on global education. Findings from the research revealed positive and significant relationship between total learners’ population(independent variable) and total national population(dependent variable) (p = 0.006, p < 0.05). The results suggested total learners’ population accounted for about 98.97% of the variation in total national population values, implying less than 2% of the outcome could be explained by external random factors. The research revealed strategies adapted to re-open schools in five major regions across the globe. The extent of influence of the independent variable on the dependent variable suggested continuous school openings during the COVID-19 outbreak; and re-openings after school closures occasioned by COVID-19 without recourse to efficient and effective implementation of pharmaceutical and non-pharmaceutical interventions and protocols could trigger further spread of the virus within and across borders. The magnitude and propensity of the COVID-19 outbreak on effective planning and co-ordination of academic programmes and activities in countries and territories across the globe were underestimated at the initial stages by many leaders, nationals, and non-nationals. The estimated total learners’ population (1.63 billion) affected by COVID-19 called for adaption and implementation of immediate, medium- and long-term measures at the national, sub-regional, regional, and global levels to prevent similar occurrence in future. Further, sustained educational programmes and activities throughout a given academic year are contingent on various leaders’ ability to control internal and external factors such as pandemic outbreaks that have the potential to wreak havoc and cause disruptions. During epidemic and pandemic outbreaks, decisions on school closures must be taken early to avert uncontrollable spread. COVID-19 affirmed inevitable role of the hybrid system in effective educational service delivery in current and future periods. Africa’s share of total consumption of international Internet bandwidth; and electricity generation and supply must increase significantly to reflect the continent’s commitment to improving on existing structures to assure efficiency and effectiveness in educational service delivery. There is an urgent need for classical instructors to evolve quickly to adapt modern teaching methods and practices, so they are not left behind in the dynamic and ever-changing global teaching and learning environment.