This study explored the perception of underprivileged students on the use of digital technologies for academic achievement at Ivy League Universities in Nigeria. Two research questions were raised and answered. How do underprivileged students of Ahmadu Bello University Zaria perceive the use of digital technologies for learning? and What affordances of digital technologies affect the underprivileged students at Ahmadu Bello University Zaria? Archer Morphogenetic Theory was used as theoretical framework and a Case Study research design was employed. Qualitative Data was collected using structured interview. A sample of 10 participants were used for the study. Thematic analysis was used for data analysis. The findings from the study indicated that the perception of underprivileged students on digital technologies in terms of its usability includes user friendly design, optimizing outcomes, and adaptive flexibility. The study also found that the affordances of digital technologies that affect underprivileged students’ elaboration at the Ahmadu Bello University include enhanced learning and cognitive development, immediate accessibility, cognitive mastery, tailored learning experience, and collaborative accessibility. Findings interpreted using the Archer Morphogenetic Theory revealed one of the concepts (cultural/structural conditioning) is in conformity with the study findings, while the other two concepts (cultural/structural interactions, and cultural/structural elaboration) are not in line with the study findings as it has not been tested. The study concluded that the use of digital technologies for academic achievement at Ahmadu Bello University Zaria is middling. The study recommended that Ahmadu Bello University Zaria should integrate digital learning platform, enhance usability through user‑centric design, and implement transformative educational strategies and training to achieve academic excellence.