E-learning systems have strengthened the learning process among students by providing online learning opportunities to them. With the diminishing difference between the academic world and the job markets, students must get the full benefits of e-learning platforms. The disparity in online learning opportunities due to a lack of resources has pushed students in developing countries to a situation where it has been difficult for them to continue through online learning for self-development. E-learning practices in developing countries may contribute to achieving sustainable development of equity in quality education. E-learning systems are increasingly used in India but students' readiness to adopt them to connect globally depends on several factors. The use of online systems of study was reinforced during the COVID-19 pandemic in India, similar to other countries, due to the closure of schools and colleges. This study is conducted to analyze students' continuance intention toward e-learning after the COVID-19 pandemic using the extended Unified Theory of Acceptance and Use of Technology model (UTAUT). Students' responses, those studying in under-graduation and post-graduation courses were collected through questionnaires. Data analysis was done by Structural Equation Modeling (SEM). Most of the respondents had perceived e-learning positively, anticipated applying it in their learning process, and felt fairly competent while using it. A 55.4% variance in Continuance Intention was found directly due to other variables determining the behavioral aspects of students toward e-learning. When students feel e-learning is engaging and consider it easy to use and supportive in improving their effectiveness and learning performance, they feel satisfied using it and their continuance intention for using it is enhanced. International academic institutions and schools across the world should promote and incorporate e-learning systems as part of teaching pedagogy to empower students with adequate skills for e-learning.