Traditional pedagogical practices have been transformed by the increasing use of digital resources in higher education, making digital learning readiness an important predictor of academic achievement. However, differences in access to digital resources, technical infrastructure, and digital abilities persist between rural and urban pupils. This research looks at the disparities in digital learning readiness and academic results between rural and urban university students. A quantitative study approach was used, with data gathered from 500 university students (250 rural and 250 urban) using a structured questionnaire. Digital learning preparedness was evaluated across variables such as technology access, digital abilities, self-directed learning, online communication, and motivation. Academic results were assessed using self-reported GPA, learning satisfaction, and perceived academic performance. Descriptive statistics, correlation analyses, regression analyses, and independent sample t-tests were all used in the statistical research. The results show that rural and urban pupils vary significantly in terms of digital learning preparation, with urban students displaying greater levels of technology access and digital competence. In addition, being prepared to learn digitally was shown to be a significant indicator of academic performance. The research emphasizes the necessity of bridging the digital gap and enhancing rural students' digital learning capacities to promote equal educational opportunities.