While many studies have explored the pros and cons of emergency online learning during the COVID-19 pandemic and its psychological impact on university students, little attention has been given to students' perspectives on adapting to evolving learning environments in the post-pandemic era. This research investigates the intricate dynamics of tertiary-level students' experiences during the transition from online learning, particularly emergency remote teaching (ERT) adopted during COVID-19 pandemic period, to traditional face-to-face learning in the post-pandemic era in Bangladesh. A survey methodology, incorporating both closed and open-ended questions, was employed to capture the diverse perspectives, adaptive strategies, and insights of 294 students across multiple universities in Bangladesh to gauge the awareness of students regarding this new educational landscape. The results unveiled a nuanced perspective, highlighting both the challenges and opportunities associated with online digital learning platforms, including technological, pedagogical, and social aspects. Despite the convenience of emergency online learning, only a minority of respondents, comprising 14%, found it to be more motivating compared to traditional classroom learning. A staggering 75% emphasized the importance of face-to-face contact, highlighting the irreplaceable value of in-person interaction in educational experience. Financial barriers emerged as a significant hurdle, with 41% of participants citing cost as the primary impediment to internet access. Additionally, 51% identified signal availability and strength issues as key challenges, underscoring the digital divide exacerbated by uneven access to technology and connectivity. Key findings indicate that while emergency online learning provided necessary continuity during the pandemic, it also posed significant challenges in motivation, engagement, and social interaction. However, amidst these challenges, a beacon of hope emerged in the form of technological integration. An overwhelming majority of students, constituting 79%, expressed a desire for instructors to leverage technology in traditional offline classes to enhance engagement and capture students' attention. These findings suggest a need for a balanced, hybrid approach that integrates the benefits of both online and offline learning, addressing the diverse needs and preferences of students in the post-pandemic era. Nevertheless, the transition to emergency online learning brought about its own set of challenges. A notable 35% of respondents, including those who strongly agreed, found interactions among students and between students and teachers to be more uncomfortable and challenging compared to the pre-COVID-19 era. Furthermore, half of the respondents (50%) perceived a decline in on-site class etiquette from pre-pandemic times, reflecting the broader societal shift in norms and behaviors in the wake of remote teaching and learning. The findings of this study have the potential to contribute valuable insights into the challenges and opportunities associated with transitioning between different learning modalities and may inform strategies for enhancing students' preparedness and resilience in future educational disruptions.