Understanding how demographic characteristics influence students' technology adaptation is crucial for effective online learning. This study explored the impact of these characteristics on distance education (DE) students' technology adaptation at a sub-Saharan African university. Using a descriptive survey design with a highreliability score (Cronbach's Alpha = 0.898), data were collected from 200 DE students across 14 study centres. The study tested seven hypotheses, employing statistical analyses like ANOVA, t-tests, and post hoc tests. Results revealed that while gender and employment status did not significantly affect technology adaptation, age, academic programme, academic level, and study centre did. Students aged 26-35 adapted better, with those in Mathematics and English programs showing higher adaptation scores compared to those in the Postgraduate Diploma in Education (PGDE) program. Additionally, higher-level students and those from well-resourced study centres demonstrated superior adaptability. The study suggests providing targeted support based on age, academic programme, and study centre resources to enhance technology adaptation in DE. To further improve students' technology proficiency, the study recommends that DE institutions offer regular training sessions and workshops to help students navigate online platforms, use digital libraries, and maximize productivity tools.