The notion of e-learning is not new to Bangladeshi HEIs. However, the tidal wave of e-learning turned into a tsunami after the outbreak, thus heightening its acceptance in developing countries like Bangladesh. Literature suggests that e-learning has several benefits a user may reap, but it also has some hurdles that may prevent a user from using it. Literature also claims that a user may discontinue using e-learning after the user has accepted it. Therefore, the study aims to identify factors propelling users to use the system for a sustained time in the post-pandemic era in a developing country. The research model of the study was tested against data from users in a developing country. To collect data from 426 respondents, the study designed an instrument comprising items adopted from prior studies conducted on a similar theme. The respondents of the study included educators working for different HEIs in Bangladesh and students enrolled in these institutions. Most of the respondents were approached on social media platforms and through email, whereas a few were approached directly with paper-based questionnaires. A standard SEM package, namely GSCA, was employed to analyze the research model. The study found a direct and positive impact of network externality and interactivity & control on continuance intention. The variables: technology support, information quality, and system quality, were identified as the components of facilitating conditions. The study urges the key decision-makers of HEIs to communicate the latest advancements in e-learning and e-learning usage with the community to expedite e-learning usage within the institutions. Infrastructure development in all aspects, providing organizational support, arranging training on usage, taking initiatives to enrich knowledge, stakeholder support, and incorporating interactive teaching and learning content into traditional teaching and learning are among the few areas where HEIs should focus on expediting the continuance intention to use e-learning. The study can be an important blueprint for the leaders of HEIs willing to facilitate and expedite e-learning, for policymakers and stakeholders looking for policies to expedite the sustained integration of educational technology, ensuring competencies and readiness to face future uncertainties, and for the commercial vendors envisioning expanding their operations in Southeast Asia. The study contributes to the theory of technology acceptance in the post-pandemic era in a developing country.