Background: The adoption of digital resources and tools at the secondary level has been a popular strategy for improving student engagement and achievement. In rural and semi-urban districts such as Osmanabad, in Maharashtra, the use of technology like smartboards, e-learning, and the blended classroom model is an indication of the educational opportunity and systemic challenge at the same time. This research aims to understand how these tools impact students’ learning within the context of the localized educational and infrastructural realities of the area. Objective: This study aimed to explore the academic influence of three main digital interventions, viz, smartboards, e-learning apps, and blended classrooms in the secondary education of students (Grades 9-10) in the Osmanabad District. It attempted to determine the effectiveness of these tools and the contextual factors that mediated their success, including the accessibility, teacher facilitation, and student motivation. Methods: Using a qualitative-descriptive method, data were generated via semi-structured interviews with 10 teachers and 80 students, and 6 non-participant classroom observations in 6 schools. The method of thematic analysis was adopted to aggregate repetitive patterns and draw an interpretive understanding. Results: It shows the smartboards facilitated concept applications and active student participation, especially in Mathematics and Science. E-learning applications were valuable to students as they enabled self-based learning, albeit constrained by access deprivation. Mixed classrooms proved to be the best model, mixing flexibility with ongoing contact with the teacher. Yet digital inequity, poor infrastructure, and differences in pedagogical preparedness determined these on the whole. Conclusion: In summary, digital learning tools have the potential to significantly boost academic outcomes, but the payoff is greatest when the tools are pedagogically integrated, equitably available, and supported by trained educators. The findings of this study have implications for policy interventions that need to strike a balance between the advancement of technology and human-centred support for learning, particularly in underprivileged areas such as Osmanabad.