This empirical study examines EdTech uptake in the post-pandemic era, drawing on observations from a sample of 847 participants residing in Nigeria and five other countries: Kenya, South Africa, Ghana, Egypt, and India. Drawing upon the Technology Acceptance Model (TAM) as an analytical framework, the study employed a mixed-methods design, pairing an online survey instrument with semi-structured interviews conducted over the 12 months from January to December 2024. The analyses indicate a significant crossnational difference in usage, with Nigeria recording 67.3% usage compared to an international average of 72.8%. Major determinants of adoption include perceived usefulness (β = 0.68, p < 0.001), the quality of underlying infrastructure (β = 0.54, p < 0.001), and the level of digital literacy (β = 0.43, p < 0.001). Structural discriminatory live deficits in the digital divide can be observed: the adoption rates in rural areas are 34% lower than in urban areas. Nevertheless, a marked preference emerges for mobile-first EdTech platforms (adoption rate: 78.2 %), compared with analogous computer-based systems (58.9%). All in all, the results lead to a better understanding of post-pandemic digital learning processes and provide evidence-based recommendations for the sustainable implementation of EdTech solutions in developing settings.