Nigeria’s digital education rhetoric is no longer short of examples. Across the states, initiatives abound: Lagos has piloted digital classrooms and device-enabled learning in selected public schools; Edo’s reforms have prioritised teacher coaching and classroom practice; Oyo’s School-on-Air experiments sought to keep learning alive during disruptions; Kaduna has invested in teacher training and curriculum delivery reforms; Anambra has expanded broadband access around learning hubs; Ekiti has distributed learning devices in targeted programmes. The problem, then, is not the absence of activity. It is the absence of systemic coherence.