<p>This study examines students’ use of digital technologies, focusing on usage patterns, proficiency levels, and overall perceptions. A quantitative survey of 276 students at a French university revealed significant variations in technology usage across digital devices. Smartphones and laptops emerged as the most frequently used devices (used weekly by over 22% and 13% of our sample, respectively). While productivity tools provided by Google (e.g., Google Workspace) and Microsoft (e.g., Microsoft 365) were the most commonly used for academic and professional tasks, a significant correlation was found between frequency of use and self-rated degree of mastery (e.g., <i>p</i> = 0.043). Notably, students who used certain technologies more frequently reported feeling more skilled with them. However, an “active user paradox” was observed, as increased usage did not always correspond to a greater sense of mastery. Furthermore, while the frequency of technology use (excluding social networks) was positively correlated with digital tool and device usage, it did not significantly align with students’ opinions on university-provided technologies (<i>p</i> &gt; 0.05). These findings highlight the need for a user-centred approach to technology implementation in higher education. This approach should emphasize targeted training and support to enhance digital proficiency and user acceptance. Rather than measuring acceptability as a construct through validated scales, this study adopts an exploratory approach to map students use and mastery patterns. Here, acceptability is inferred from the triangulation of frequency of use, self-reported degree of mastery and appreciation, providing a descriptive baseline of the digital ecosystem at a French university. To further explore the determinants of EdTech acceptability within this university context, additional qualitative research is recommended to provide deeper insight into the factors shaping students’ technology use and perceptions.</p>