At two higher education institutions in Kurdistan (Iraq), English as foreign language (EFL) programs aim to provide adult learners with language skills development that they need to excel in their majors and as professionals. A framework called the Community of Inquiry (COI), based on interactionist and constructivist-learning theories was used to create a needs analysis tool to inform the design, delivery, and evaluation of a collaborative mini-conference hosted by the two institutions during and post-COVID pandemic. The current study explores the use of the needs assessment, which measured instructors' beliefs following the sudden transition to online learning during the pandemic, and their awareness of principles of teaching and learning for EFL learners in particular within the context of Kurdistan Iraq. There are opportunities in and beyond the current setting to address issues of equity, capacity for integrating tech skills with pedagogy, and more empathy between public and private institutions of higher education that support EFL learners. The study gathered critical evidence through qualitative and quantitative research methods that assessed institutional, faculty, and student needs during the transition of online learning.