This paper explores the concept of e-resilience in educational systems, particularly in Public Affairs Education, in response to the COVID-19 pandemic. We investigate the drivers and challenges faced by actors from an educational system perspective, which is conceptualized by adjusting Bronfenbrenners' ecological model using dimensions of "Technology, Human," and "Intersections" and levels "Macro, Meso" and "Micro," during this global shock. Utilizing a multiple case study approach across Argentina, Nigeria, South Africa, the Netherlands, and the United States, we examine e-resilience through 36 group interviews involving 41 students, staff, administration, and program directors. Our findings reveal that challenges within the technological system impact overall system performance, while human-level challenges disrupt learning and pose greater obstacles for the system. Despite these challenges, each context exhibits various drivers, providing insights for building more robust educational systems. By better understanding the dynamics of e-resilience within each educational system context, we can enhance educational systems in the face of unprecedented shocks.