Published Paper Details:

This study examines the relationship between digital literacy and academic achievement among secondary school students in the Jorhat region of Assam. Digital literacy, which extends beyond basic computer abilities in a culture that is becoming more and more digitalized, includes the capacity to evaluate, create, and distribute information across a range of digital platforms. The rapid shift to online education brought about by the COVID-19 epidemic has brought attention to both the advantages and disadvantages of digital education, particularly in places like Jorhat where significant infrastructural, device accessibility, and teacher preparedness shortages still exist. To ensure equitable representation of both genders, private and public schools, and urban and rural locations, 100 secondary students were selected by stratified random sampling for this study, which employed a descriptive survey approach. The data was gathered using a standardized Digital Literacy Scale (DLS), and the findings were analyzed using Pearson's correlation coefficient, independent t-tests, and descriptive statistics using SPSS software. The results, which revealed minimal differences in digital literacy levels across school types, gender, and location--with rural students marginally outperforming their urban counterparts--challenged conventional wisdom on internet availability and proficiency. These findings highlight the critical need for inclusive digital education policies that promote equitable access to technology, enhance teacher preparation, and address infrastructural deficiencies. Such measures are necessary to improve academic performance and provide students with the abilities they need to thrive in a global, digitally driven world.