This thesis measures how household power shapes study time for 180 Nigerian students at The University of Edinburgh. Students with solar lanterns and phone charging still could not render video-heavy seminars. Those with a neighbour’s generator often paid a social cost for late-night noise. Audio-first versions of seminars, transcripts, and printable reading packs increased weekly study minutes more than a ‘download for later’ button that still required a large video file. Families noticed. Several students reported that study became visible and legitimate at home when it did not require monopolising the only charged laptop. AFU learning design should budget for energy the way it budgets for credits. A digital African university that ships 800 MB lecture captures is asking students to buy power they do not have.