In 2020, education underwent significant changes due to COVID-19, requiring all educational stakeholders to adapt to virtual learning to salvage the academic year. This paper examines the experiences of high school and university students during this period. The study was conducted in two phases: the initial weeks of the transition to virtual learning and the final two months of the year. The findings revealed notable transformations in technological access, particularly outside the capital. The use of computers increased, and internet usage grew across all sectors and regions. Communication platforms also experienced widespread adoption. However, students faced various chal-lenges during ICT-mediated learning. Common difficulties included task comprehension, time constraints, and internet connectivity issues. Despite these obstacles, students’ satisfaction with ICT for learning purposes increased by the end of 2020. This indicates their resilience and adaptability in embracing technology to continue their education amidst adversity. The study emphasizes the need for ongoing support and resources to address these challenges, including improving task understanding, allowing sufficient time for completion, and addressing connectivity issues. Moreover, the growing satisfaction observed toward the end of the year suggests the potential for lasting changes in educational practices. It is crucial to capitalize on this transformation and effectively integrate technology into future teaching and learning approaches. By acknowledging the hurdles faced and leveraging the lessons learned, education can be adapted to better meet students’ needs, fostering an inclusive and dynamic learning environment in an uncertain future