Digital learning technology integration is rapidly transforming education worldwide, creating opportunities for personalized, interactive, and student-centered learning. The proliferation of Information and Communication Technology (ICT) tools, online platforms, and multimedia resources has shifted the traditional classroom model to a blended and digitally-enhanced learning environment. Integration of digital technologies enables teachers to employ interactive pedagogical strategies, enhances student engagement, fosters creativity, and improves learning outcomes.

In India, the National Education Policy (NEP) 2020 emphasizes the importance of ICT in education, highlighting the role of technology in bridging the digital divide, particularly in rural and semi-urban areas. Despite policy support, rural schools face numerous challenges, including inadequate infrastructure, limited teacher training, and unequal access to digital devices. This research investigates the integration of digital learning technologies in upper primary schools (Classes VI–VIII) in Palam Taluka, District Parbhani, Maharashtra. The study examines the availability of digital resources, teachers’ pedagogical practices, students’ attitudes, and infrastructural constraints.

A descriptive survey research design was adopted, employing stratified random sampling to select 20 schools, including government, aided, and private institutions. Data collection was carried out using structured questionnaires for teachers and students, interviews with headmasters, and classroom observations. Quantitative data were analyzed using frequency distributions, percentages, and comparative tables, while qualitative data were subjected to thematic analysis.

The findings indicate that while digital learning positively impacts student motivation, participation, and academic performance, challenges such as limited internet connectivity, insufficient ICT training, and funding constraints impede effective integration. The study recommends targeted interventions, including continuous professional development for teachers, investment in ICT infrastructure, provision of affordable devices for students, and community engagement to ensure sustainable digital learning.