The global transformation of higher education through digital technologies has positioned e-learning as indispensable, yet its effective implementation in developing countries remains challenging. This study comprehensively assesses e-learning platform preparedness in tertiary institutions across Kaduna State, Nigeria, examining technical infrastructure, faculty readiness, course quality, user experiences, and institutional management. Employing a cross-sectional survey design, data were collected from 396 respondents across eight public tertiary institutions using a validated questionnaire (Cronbach\'s ? = 0.81–0.88). Findings reveal significant disparities: specialised institutions demonstrate high preparedness (7.0/10), federal and state universities moderate preparedness (5.5–6.2), while polytechnics and colleges of education exhibit critically low preparedness (4.0–5.0). Inconsistent power supply (4.35/5.0), poor internet connectivity (4.28/5.0), and high data costs (4.12/5.0) emerged as the most severe challenges. Faculty training (2.65/5.0), course quality (2.90/5.0), and institutional management support (2.72/5.0) received consistently low ratings. The study reveals a triple digital divide—access, economic, and skill—systematically excluding disadvantaged students. Grounded in the Technology Acceptance Model and UTAUT, the findings confirm that facilitating conditions are primary determinants of e-learning adoption. The study concludes that the majority of institutions remain unprepared, with infrastructure deficits, capacity gaps, and weak governance constituting critical barriers. Recommendations include prioritised infrastructure investment, comprehensive faculty development, enhanced quality assurance, strengthened management frameworks, and alignment with emerging policy initiatives. This research contributes empirical evidence to inform strategic decision-making for harnessing e-learning\'s transformative potential in Nigerian tertiary education.