In rural Ethiopian schools, traditional teaching methods often face challenges such as teacher shortages and limited access to resources. The integration of e-learning platforms offers a potential solution by providing accessible learning materials. A qualitative study was conducted with interviews and observations focusing on five randomly selected primary schools, which were chosen to represent different regions in Ethiopia. Data collection tools included questionnaires and semi-structured interviews. The analysis revealed that the utilization rate of e-learning platforms varied significantly across schools, ranging from 20% to 85%. Schools with higher teacher training on digital technologies had a greater adoption rate of these platforms. While initial results indicate positive trends in academic performance among students who regularly used e-learning resources, further longitudinal studies are recommended to substantiate the findings. School administrators should prioritise professional development for teachers in technology use and infrastructure improvements. Educational policymakers could consider integrating digital literacy into curricula and providing ongoing support to schools. e-learning platforms, academic achievement, rural education, Ethiopia