This study examines the role of digital literacy in facilitating implementation of India’s National Education Policy (NEP) 2020 in rural schools of West Bengal. Using a stratified random sample of 450 students (grades 6–12) across 15 rural schools, the research employs a structured questionnaire to measure access to digital devices and internet, digital literacy competencies, teacher support, and self-reported academic performance. Findings show high smartphone ownership (60%) but low access to computers (20%), home internet (30%), reliable school connectivity (18%), and school smart-classroom presence (24.9%). Only 35.1% of students attained moderate-to-high digital literacy. Teacher preparedness is limited (36% reported teacher training), and significant gender and socioeconomic disparities persist: males and higher-SES students report greater access and literacy. Statistical analysis indicates a strong positive association between digital literacy and academic performance (χ2 = 124.5, p < 0.001), and higher literacy among students with computers and home internet. The study confirms hypotheses that device/connectivity access and teacher support significantly influence digital literacy and that socio-demographic factors shape digital inclusion. It highlights a structural mismatch between NEP 2020’s digital ambitions and rural realities, risking reinforcement of existing inequities. Recommendations include investments in resilient last-mile infrastructure (solar reliability, school broadband), device-lending and community hubs, contextual teacher professional development, localized multilingual and low-bandwidth content, equity-focused monitoring, and targeted support for disadvantaged groups. Limitations include self-reported academic data, cross-sectional design, geographic concentration in West Bengal, and reliance on student reports for teacher training. The paper calls for longitudinal, mixed-methods, and impact-evaluation studies to guide equitable NEP-aligned digital interventions in rural India.

Keywords: Digital Literacy; Rural Education; National Education Policy (NEP) 2020; Information and Communication Technology (ICT); Digital Divide; Rural Schools;