This study investigates the digital skills and competencies of Nigerian postgraduate students of architecture through a quantitative survey in two Nigerian universities in Ibadan. Research findings from a structured questionnaire sampling 122 postgraduate students reveal critical gaps: while students demonstrate strong CAD competencies (mean score 4.1/5), only 20% achieve advanced BIM skills, and computational design proficiency remains notably low (mean 2.0/5). Equally, the study establishes that 70% of students rely on self-directed learning due to institutional shortcomings in curricula and resources. Institutional variations established in the study find that the practice-oriented institution outperforms the theory-focused counterpart institution in hands-on application (p < 0.05). The need for curriculum reforms, which prioritise, such as BIM integration, faculty upskilling, and a more industry-oriented pedagogical approach, is underscored by the findings of the study. The study offers actionable insights for schools of architecture in developing countries where resource constraints challenge their capacity to exacerbate the divide between education and practice.