The transition toward digital education has exposed significant disparities in e-learning readiness and implementation across Nigeria’s education system. This study examines the extent of teacher capacity and digital equity influencing e-learning adoption in Rivers State. Anchored on the Technology Acceptance Model (TAM) and the Diffusion of Innovation Theory, the research explores how technological competence, infrastructure availability, and attitudinal factors shape teachers’ readiness for digital instruction. A descriptive survey design was employed, utilizing structured questionnaires and interviews among primary and secondary school teachers across selected Local Government Areas. Findings reveal that while teachers exhibit moderate awareness and positive perceptions of e-learning, low access to ICT tools, unstable internet connectivity, and limited institutional support remain major constraints. Urban–rural disparities in infrastructure further reinforce digital inequities, hindering inclusive participation. Statistical analysis indicates a strong correlation between teacher ICT competence and successful e-learning implementation, emphasizing the critical role of capacity development and resource provision. The study concludes that achieving effective e-learning in Rivers State requires a holistic strategy that integrates teacher training, equitable infrastructure distribution, and supportive policy frameworks. Strengthening these areas will promote sustainable digital transformation and bridge the post-pandemic educational divide.