The research aims to develop an organizational and technical framework for implementing distance learning as a promising direction for using digital technologies in universities. Based on the successful experience of the top 15 countries with the highest level of distance learning development in universities in 2024, the authors created a regression model to assess the impact of technological factors on the advancement of distance higher education. The theoretical significance of the model lies in its ability to reveal the technological profile of distance education in universities. The scientific novelty of the research results is related to identifying the unique influence of technological factors on the development of distance education in universities during the post-pandemic period. The identified features include the low significance of household use of 3G or 4G mobile networks. The general conclusion is that the growth in student and faculty mobility, along with the increased accessibility of basic higher education in bachelor’s programs during the post-pandemic period, is determined by technological factors such as the expansion of secure Internet services among households and the increased coverage of household Internet access. The practical significance of these results is that implementing the proposed recommendations will improve the effectiveness of digital technologies in delivering distance learning services in universities.