The National Education Policy 2020 (NEP 2020) serves as a foundational blueprint for reconstructing India’s educational architecture, with digital transformation identified as a primary catalyst for achieving equity, quality, and global competitiveness. This study critically analyzes the role of NEP 2020 in bridging the "digital divide"—a multifaceted phenomenon encompassing disparities in access, affordability, and digital literacy. Employing a qualitative analytical methodology, the research synthesizes secondary data from the Ministry of Education, UDISE+ 2023-24 reports, and the UNESCO Global Education Monitoring (GEM) Report 2024-25. Key findings indicate that while administrative and infrastructural initiatives such as the Academic Bank of Credits (ABC) and PM e-Vidya have significantly expanded the reach of digital content, a deep-seated "technology paradox" persists. Data reveals that while school internet access increased from 22.3% in 2019-20 to 53.9% in 2023-24, nearly half of Indian schools remain offline, and a stark gender divide exists, with only 34% of women utilizing the internet compared to over 50% of men. The study concludes that bridging the digital divide requires moving beyond technocentric solutions to address systemic socio-economic barriers. Successful transformation is contingent upon sustained public investment (aiming for the elusive 6% of GDP target), localized content in regional languages, and robust teacher professionalization.