In an era where technology defines governance, Lagos State’s pursuit of e-governance in education emerges as both a bold innovation and a revealing litmus test for systemic capacity. While e-governance promises transparency, efficiency, and inclusivity, its uneven application exposes deep-seated infrastructural, financial, and human capital disparities between urban and rural districts. With imbalance though, existing literature explores how these gaps undermine the intended democratization of educational opportunities through digital transformation. This study interrogates this imbalance, applying institutional theory to understand how coercive, mimetic, and normative pressures influence the uneven adoption of e-governance across Lagos State’s educational districts. Employing a qualitative-descriptive methodology, the study synthesizes existing empirical data, policy documents, and theoretical frameworks to map the complex dynamics of e-governance implementation. The findings reveal that while urban districts benefit from superior ICT infrastructure and administrative capacity, rural districts remain trapped in infrastructural deficiencies, limited digital literacy, and organizational resistance. These factors perpetuate inequality despite the availability of technological solutions. The study recommends a holistic strategy anchored in sustained ICT investments, workforce development, decentralized funding models, and inclusive policy frameworks to bridge this digital divide. Ultimately, successful e-governance demands more than technology—it requires deliberate, equity-driven governance reforms that reimagine service delivery for all.
Dehinsilu-Isa et al. (2025) studied this question.