Despite the proven potential of TEL in promoting SDG4, the systematic integration and adoption of its tools are far away in developing countries. One of the major reasons behind this shortcoming lies in overlooking the nature and features of the educational contexts in the TEL ecosystem. Previous TEL studies have highlighted the importance of interactive and personalized learning experiences. Yet, there is limited research on how tools perform across different socio-economic and regional contexts in developing countries. The authors of this study explore the perceived likes and dislikes of four TEL tools - Khan Academy, CK-12, Career Explorer, and Shiksha- among students from two distinct Indian educational contexts. By understanding students’ perspectives, this research aims to identify key areas for improvement in the TEL ecosystem, considering the unique educational needs of different contexts. Our methodology involved thematic and content analysis of student feedback. The analysis revealed that while students appreciated the accessibility and comprehensive coverage of these tools, they also noted significant limitations, such as the lack of interactive content and technical issues. These insights emphasize the necessity to address specific regional and contextual needs, enhancing usability and educational impact.