This study examines the integration of digital technologies in Moroccan schools, focusing on the challenges of educational governance as well as the opportunities and constraints associated with implementation. It explores the rapid transformations occurring within the Moroccan school system as a result of the growing presence of digital technologies in teaching and learning processes. Accordingly, the study investigates the extent to which technology integration can contribute to effective digital educational governance and support the development of the Moroccan education system, while highlighting the gap between reform ambitions and the realities of educational practice. The significance of the study lies in the increasing relevance of digital transformation within school environments and the need to move beyond a purely technical approach to digitalization toward a comprehensive perspective that positions digital technologies as a key driver of educational development and reform. It also emphasizes the importance of using these technologies safely and responsibly. Methodologically, the study adopts a descriptive-analytical approach, supported by a critical examination of digital education policies implemented in Moroccan schools, with particular attention to their practical application and limitations. The study contributes to a deeper understanding of educational digitalization by demonstrating that the integration of digital technologies extends beyond technical and material dimensions and depends fundamentally on the establishment of integrated digital governance encompassing educational, psychological, and material dimensions