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Education is seen by most people as a necessary economic strategy for any nation and is crucial for human survival (Awgichew & Ademe, 2022; Halili, 2019). Therefore, to develop and sustain this reality leaders worldwide have sought innovative ways to provide more options for education (Focacci & Perez, 2022; Kang, 2021). Unreservedly, this will require an exploration of the integration of information and communications technology (ICT) tools that may provide options for learners to access instructional programs (Muller
& Mildenberger, 2021; Panigrahi et al., 2018). Hence, the study used a mixed-methods research approach and a concurrent nested research design guided by the pragmatism ideology to uncover the feasibility of enabling access to education in the 21st century and whether online learning is a solution for public primary, secondary, and tertiary schools in Jamaica. Furthermore, a sample population was recruited from the Jamaican public educational institutions and Ministry of Education offices among 15- to 65-year-olds. The study employed online surveys and unstructured interviews for the primary research and a review of archived reports about the issue for the secondary research. The descriptive, correlational, content, and comparative analyses were used, which indicated the willingness to learn online, and that online learning can successfully increase and improve learning especially at the tertiary education level. Juxtapose to this, there are problems with access to online learning and the need for more support systems at all levels of education. In addition, the study has clearly shown the usefulness of online learning if the recommended corrective measures are intentionally implemented with respect to improvements and expansion of online classes. Most importantly, the findings can provide guidelines relative to further implementation of ICT infrastructure, the development of online instruction, and the identification of other pertinent community partners.