Information and Communication Technology (ICT) has become central to teaching and learning in higher education, yet effective integration depends on users’ ICT competence and institutional implementation strategies. This study examines the role of ICT literacy in supporting teaching and learning and evaluates whether cultural perceptions significantly influence ICT adoption among undergraduate students at Kaduna State University, Nigeria. A quantitative survey design was employed, with data collected from 150 students and academic staff and analysed using descriptive statistics and the Mann–Whitney U test. The findings suggest that ICT literacy is perceived as positively supporting access to learning resources, communication, and classroom engagement. However, statistical tests did not reveal significant differences between respondent groups, indicating broadly similar perceptions among students and staff. While respondents acknowledged cultural considerations, these factors did not exert a substantial influence on ICT acceptance or use within the institutional context. The results suggest that ICT literacy and institutional support structures play a more immediate role in shaping technology adoption than general cultural perceptions. From a management engineering perspective, the study highlights the importance of ICT infrastructure planning, structured digital skills training, and policy-driven ICT integration in higher education. The findings provide practical guidance for university administrators and education managers seeking to improve the effectiveness and sustainability of ICT-enabled teaching and learning systems.