With the start of the COVID-19 pandemic period, the need to continue the educational process imposed the exclusive move to the online environment - a new and insufficiently prepared experience, which generated controversies, but also reflections, and adaptation for teachers, students, decision-makers, and even parents. The major concern of the academic community was related to the quality of the educational process and how the student-centered education paradigm can be introduced in the online environment. The students and teachers of the post-pandemic generation are no longer the same, this period has strongly impacted society, mentalities, and the school's future. Analyzing online education from multiple perspectives, the advantages, and opportunities generated by the integration of ICT in the teaching process are obvious. However, many variables have an impact on the effectiveness of e-learning, and many unanswered questions, yet. This research aims to analyze the key drivers of technology acceptance and the role played by three external variables: content adaptation, facilitating conditions, and ease of access in the context of exclusive online education. For this purpose, an extended technology acceptance model has been conceptualized and tested on a sample of Romanian university students. The results illustrate that content adaptation represents an important predictor of both the perceived ease of use and usefulness. The model explained a lot of variance in the continuance intention which is due to the positive attitude towards using the online learning platform in the future.