This study investigates the digital literacy levels and access to technology among rural students in Nueva Ecija, Philippines, in response to growing concerns over educational equity in the digital age. Specifically, it aims to (1) describe the demographic profile of students in terms of sex, access to digital devices, and internet connectivity; (2) assess their digital literacy across key skill areas; (3) evaluate access to digital infrastructure and learning resources; and (4) propose intervention activities to bridge the digital divide. A descriptive-quantitative research design was employed, with 109 Junior and Senior High School students selected through purposive sampling. Data were gathered through a homemade, validated survey questionnaire and analysed using descriptive statistics. Findings revealed that while students generally demonstrate strong foundational digital skills—particularly in basic operations, online communication, and information retrieval—gaps persist in problem-solving, troubleshooting, and reliable access to digital infrastructure. Nearly all respondents owned smartphones, but fewer had access to laptops or computers. Internet connectivity was more reliable at home than in school, and access to educational platforms and school-based digital resources was uneven. Despite high self-reported confidence in using technology, limitations in infrastructure and support mechanisms hinder students’ ability to fully participate in digital learning. In light of these findings, targeted interventions are proposed, including digital literacy training, infrastructure development, teacher capacity-building, and community-based access hubs. These initiatives aim to enhance students’ digital competencies and ensure equitable access to technology-enhanced education, aligning with the goals of inclusive and quality education as promoted in Sustainable Development Goal 4. © 2026, Malque Publishing. All rights reserved.
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