The development of ICTs that can be used for Education 5.0 is rapid. Current educational practice suggests that many lecturers experience challenges in implementing the use of some form of ICT in teaching and learning. The research explores the impact of TPACK on the implementation of Education 5.0 in universities during the time of the COVID-19 pandemic in Zimbabwe. The qualitative research study was conducted with university lecturers. Data were collected through semi-structured interviews. Mishra & Koehler's (2006) TPACK framework which focuses on technological knowledge, pedagogical knowledge, and content knowledge was used as the lens of the study. During the COVID-19 pandemic, online delivery of education was found to be effective, convenient, and facilitated access to information. However, the universities experienced poor Internet connectivity, lack of infrastructure, unreliable devices and unavailability of software, as challenges to effectively implement Education 5.0. The training of lecturers to empower them to engage students effectively during the implementation of Education 5.0 was vital.