This article critically examines the development and implementation of digital pedagogy in Algeria, with particular attention to the gap between policy ambitions and on-the-ground conditions. It considers the expansion of digital infrastructure and platforms, as well as policy initiatives, alongside persistent inequalities in access, limitations in teacher preparation, and the pedagogical challenges associated with technology-mediated learning. The analysis argues that digital technologies do not, by themselves, improve learning or reduce educational inequalities; when introduced without adequate infrastructure, training, pedagogical design, and institutional support, they may weaken foundational learning, learner engagement, and teachers’ professional agency. The article therefore calls for a shift from technology-centred digitalisation towards a coherent pedagogical strategy that places learning quality, equity, teacher development, and critical use of technology at its centre.