This article examines the implementation of ICT in e-learning within public institutions in Morocco during the COVID-19 lockdown. Through a quantitative approach based on an online questionnaire, it investigates learners’ satisfaction and perceptions of digital learning environments. The findings reveal major challenges in ICT deployment, including poor course planning, lack of interactivity in televised lessons, and weak communication between students and teachers. These issues contributed to learner dissatisfaction and a sense of isolation. Despite the increased reliance on ICT, many students found the tools insufficiently adapted to effective learning needs. The study underscores the importance of improving digital infrastructure, providing better teacher training, and designing more interactive and engaging online content. This case study highlights the urgent need for public institutions to rethink their strategies for ICT integration to enhance the quality and inclusiveness of e-learning.