The domain of technology acceptability has emerged as a crucial area ofinvestigation within the sphere of information technology. Over time, numeroustheories and models have been suggested to clarify individual behaviors towardstechnology adoption and assess the level of acceptance and satisfaction withtechnological advancements. This research conducts a thorough examination ofdiverse hypotheses concerning technological acceptance and evaluates theirexplanatory capacity critically. The analysis demonstrates that these theories canbe broadly classified into two primary domains: practical application and scientificinquiry. Concentrating primarily on recognizing the external factors impacting theacceptability and implementation of technology, this study aims to illuminate thedynamics both preceding and during the global pandemic. Specifically, it exploresthe subtle influence of external factors on the adoption and usage of eLearningplatforms in higher education environments. By examining existing literature andempirical research, this investigation seeks to offer valuable insights into theintricate relationship between external variables and the acceptance oftechnological developments. Through a comprehensive analysis of elements likesocio-economic circumstances, institutional regulations, and technologicalframeworks, this study strives to enhance comprehension of the intricate interplaybetween external influences and technology adoption procedures. Ultimately, theoutcomes of this study are positioned to guide future strategies and interventionsdesigned to promote greater acceptance and utilization of technology in variouscontexts, particularly considering unprecedented global challenges like thePandemic