Online education, which came to life in a significant way with the emergence of the Covid 19 virus pandemic, made it necessary to explore available tools and software solutions for various purposes that can be used in online education. Some of these tools, such as Skype, Zoom, and Google Meet, became popular before the pandemic outbreak and were used not only for academic purposes but also for various business and personal purposes. On the other hand, there are quite a few tools that have gained popularity with the advent of the pandemic and the transition to online teaching, and this mainly concerns MS Teams and Moodle. Therefore, the aim of this paper is to determine the extent to which teachers at higher education institutions in six different European countries have used a particular tool/programme in online courses before the pandemic and during the pandemic, and whether they plan to use it in the future. To this end, primary research using a semi-structured questionnaire was conducted in six partner countries on a sample of 525 teachers from higher education institutions. The results showed that the same tools were used for the most part in all countries to deliver online courses, create content, share teaching materials, and review knowledge, while there were differences in the tools used to encourage students to actively participate in class. The results also showed that respondents in different countries received varying amounts of support in the form of workshops and training related to teaching and taking exams in an online environment. The above findings provide a theoretical contribution in the context of summarizing the tools and software solutions that teachers use to design online courses, but also to support students and test knowledge. In an applied sense, the research findings represent a contribution for teachers and those responsible for organizing workshops at colleges and universities, as the research has shown which tools teachers want to use in the future, i.e. which tools are currently underrepresented in online courses, raising the question of whether teachers should be familiarized with the functionalities of such tools.