<p>In post-pandemic Sri Lanka, online learning has shifted from an emergency response to a permanent fixture in higher education, with state universities adopting strategic blended models. However, this transformation reveals persistent challenges, including uneven digital infrastructure, limited pedagogical adaptation, and engagement gaps—particularly affecting Humanities and Social Sciences (HSS), which rely heavily on discussion-based learning. Despite three years of normalization, limited research has examined how HSS students experience this shift. This quantitative survey study investigates the perceptions and experiences of HSS undergraduates in Sri Lankan state universities regarding post-pandemic online learning. Data were collected from 1,966 students across nine universities using stratified random sampling. Drawing on Self-Regulated Learning (SRL) theory and the Technology Acceptance Model (TAM), an ordered logistic regression analysis explored student perceptions across four dimensions: pedagogical aspects, challenges, advantages, and disadvantages of online education. Findings reveal significant variation based on academic seniority, IT proficiency, device access, and gender. Senior students and those with lower IT skills reported more negative perceptions, while students with advanced devices and stronger IT skills expressed more favourable attitudes. Key concerns included weak lecturer-student interaction, low motivation for independent learning, and insufficient integration of digital tools—issues that persist despite institutional adaptation efforts. The study highlights the importance of self-regulated learning, effective teacher-student engagement, and equitable access to technology in shaping online education outcomes. These insights offer practical implications for enhancing Sri Lanka’s digital higher education system and contribute to broader conversations on building sustainable, inclusive online learning environments in comparable Global South contexts.</p>