This scoping review aims to systematically synthesise existing literature and enlist best practices in online teaching–learning in higher education with a special focus on India in the post-COVID-19 era. This is relevant in the context of renewed emphasis on blended and flipped learning paradigms in the context of the National Education Policy 2020. The policy promotes multiple pathways for enhanced learning experiences among students and working professionals pursuing university-level education in India. The primary objective of this study can be addressed with the help of a computer-assisted literature search using PubMed, Scopus, and IEEE. The present study considers full-text articles in the English language published from 2020 or later to zoom into the COVID-19-induced changes in the online learning paradigms. The study population involves individuals pursuing education in a university setting in India. Both researchers screened full-text articles jointly, and data was extracted per the requirements specified in the scoping review framework proposed by Arksey and O'Malley in 2005. The key steps include identifying the research question, identifying relevant studies, study selection, charting the data, and collating, summarising and reporting the results. The search strategy will involve the terms “online education”, “best practices”, and “higher education” in order to address the question “What are the best practices in online teaching–learning in higher education in the post-COVID-19 era?” with a special focus on India. This scoping review will provide an extensive overview of literature describing the best practices followed in the online methods for teaching–learning in higher education in the post-COVID-19 era. This will enable the stakeholders of higher education to emulate the evidence-based best practices in the sector, improving the quality of higher education within and beyond.