Technological environments and demands of the new teaching and learning paradigms have paved the way for educational institutions to use Information and Communications Technology (ICT) to enhance the quality of student learning. ICT has revolutionized medical education in the past two decades, as a result teaching and learning has changed profoundly. Globally, nations and universities are investing immensely on novel ICT tools and adaptation processes. To keep abreast with these advancements, low-and middle-income nations need to investigate the appropriate strategic options for adaption and incorporating ICTs in education. The cross-sectional study sought to investigate the perceptions of undergraduate Medical Laboratory Science students on the application of ICT in education at Mangosuthu University of Technology in South Africa. The data was collected through a self-administered questionnaire. The research study was underpinned by the Technology Acceptance Model (TAM), which examined the perceptions of students on the incorporation of ICT into their learning. The findings revealed that most respondents were females in the 21-to-25-year age range, living off campus and matriculated from a rural high school with no prior ICT exposure. A low mean self-perceived ICT skills was reported. Student's perceived lecturer's to be competent in delivering ICT enabled teaching. ICT was also perceived to be useful in learning. Students had access to ICT resources on campus. Students reported a positive attitude on technology adaptation. The key barriers to adaptation of ICT were external factors connectivity, time constraints and skills deficiency. This work confirmed that medical educators need to reconfigure their pedagogical approach to a blended learning strategy to accommodate the underprepared students with deficient ICT skills for gradual adaptation of ICTs in medical laboratory science. A recommendation for educational leaders and managers in low-and middle-income countries is to modify the academic calendar, improve resource access and support to ICT to effectively incorporate ICT into medical education. National leaders in higher education must play a proactive and supportive role in mitigating ICT integration constraints.