The current digital transformation agenda connects beliefs/attitudes to behaviour/practice. Both of these elements are well established and continue to evolve. This paper conceptualizes the effects of digital transformation during the COVID-19 pandemic. It focuses on understanding the effects of causal factors (COVID-19 and digital transformation, on teachers' beliefs and practices. In the context of this conceptual paper, we delineate this to university education but argue that it is conceptually applicable to any educational setting. Our exploration of the phenomenon has yielded the conclusion that beliefs/attitudes are fluid, are formed cyclically, and that teachers' associated behaviour/practices are located along a continuum and are influenced by both technological and personal factors. We believe our arguments are valid because when COVID-19 fades as an "event", the world will have evolved new norms that include newer practices, inevitably informed by technological and personal factors. We provide a basis for understanding the effects of digitally transformed environments and how one might respond to such eventualities. We suggest a theoretical model that outlines the moderating constructs inherent in any digitally transformed environment. The theoretical model provides a hook for research into the beliefs-practice nexus and as a basis for supporting teachers in digitally transformed environments.