The COVID-19 pandemic has profoundly impacted education, necessitating a rapid transition to remote learning and increased reliance on digital technologies. The purpose of this study is to explore students’ perspectives on the quality of online learning compared to traditional face-to-face in a post-pandemic context. This is conducted through the effectiveness of online education and the motivation of the learners. The quantitative results through one-way ANOVA results show no significant difference in mean scores across courses or questions for online learning perceptions. Additionally, two-way ANOVA without replication revealed no significant difference in mean scores for both courses and questions. The qualitative results highlight the challenges of online education as Swedish educational institutions are urged to invest in technological infrastructure, faculty training, and student support services. The findings also reveal that while hybrid teaching is popular, creating an inclusive and engaging online environment is crucial for educational development. By understanding students’ post-pandemic experiences, this research provides valuable insights to educators, enabling informed decision-making and improvements in pedagogical practices enhancing the quality of online education and fostering effective learning environments. This further can lead to advancements in the theoretical stances developing recommended teaching frameworks.