Education is a key to an individual’s social and economic growth, contributing to the economy by imparting essential skills. Primary education, in particular, lays the foundation for labor capabilities, serving as a powerful tool for poverty alleviation and socio-economic development. A pivotal moment in India’s educational landscape was marked by the inclusion of Article 21-A in the constitution, declaring ‘free and compulsory primary education’ as a fundamental right. The recent shift to online education during the lockdown posed challenges, especially in rural areas lacking the necessary infrastructure for immediate digital transformation. The Government of India initiated various programs like PM e-VIDHYA, DIKSHA, SWAYAM, SWAYAM PRABHA, and O-LABS. However, students in rural areas face hurdles in accessing and utilizing these digital resources due to a lack of tools and technology. The Pratham InfoTech Foundation (PIF) addresses this gap through its Digital Learning Program, Majhi e-Shala, which aims to instill a positive approach and encourage teachers to integrate new technology into their teaching methods. This study, employing the interview method with a sample size of 614 school principals, 60 teachers, and 180 students, seeks to comprehend the current teaching practices and school infrastructure in various ZP schools. Major findings highlight a low student-teacher ratio, declining enrollment, inadequate digital devices, limited internet connectivity, a dearth of content in regional languages, and teachers lacking digital skills. Urgent interventions include upgrading digital infrastructure, providing teacher training, and making content available in regional languages to facilitate a seamless transition to e-learning.