The rapid expansion of Information and Communication Technologies (ICTs) during the COVID-19 pandemic established digital learning as a continuing component of higher education. However, the sustainability of ICT-supported education depends not only on technology adoption but also on students’ ability to access, use, and remain engaged with digital learning environments. This study examines student-reported barriers to ICT use and the institutional priorities required for sustainable post-COVID ICT integration in higher education across Kathmandu Valley, Nepal. A descriptive cross-sectional survey was conducted with 54 higher-education students selected randomly across Kathmandu Valley. Primary barriers were difficulty maintaining engagement and motivation (33.3%), limited access to reliable internet or devices (27.8%), lack of technical skills or ICT knowledge (24.1%), and difficulties in assessing learning effectively (11.1%). Reported long-term concerns included student well-being and social interaction (28.8%), inequitable access to technology and resources (27.0%), data privacy and security (23.0%), and the need for continuous adaptation of pedagogical practices (21.2%). For institutional support, respondents prioritized professional development and training (32.1%), ICT infrastructure investment (24.5%), collaboration and knowledge-sharing (20.8%), and technical assistance (18.9%). Digital literacy emerged as the most frequently identified implementation consideration (47.4%). The findings indicate that sustainable ICT integration is a socio-technical challenge requiring coordinated improvements in infrastructure, digital capability, pedagogy, technical support, equity, privacy, and learner well-being. The study provides locally grounded priorities for institutions and policymakers seeking to strengthen resilient and inclusive digital higher education in Nepal.