For the last ten years digitization has been increasing within the familiar socioeconomic framework of higher education in France. This process has been accompanied with the simultaneous development of a structuring contradiction resulting in a non-stabilized situation at the present time. The constituents of this contradiction are the following. On the one hand, there is a tendency towards the polarization on the offer-side of digitized teaching resources and, on the other hand, a highly limited use of these resources can be observed in the institutional system of education. This thesis is based on the analysis of the interactions between ministerial policies and higher educational achievements. Our study focuses on the stakes that the various forms of the digitization of higher education put forward. Some explanatory factors of the highlighted contradiction are given in the conclusion.