The rapid spread of smartphones and mobile internet across rural India has changed the way children study, complete homework, and interact with school-related content. Yet not every household is equally prepared to use this technology in a way that supports learning. This study examines whether the digital literacy of parents — their ability to operate a smartphone, browse for information, use educational apps, and guide their children safely online — predicts the academic engagement of their school-going children in rural areas. Using a survey-based, cross-sectional design, data were collected from 400 parent-child pairs across four rural blocks in Uttar Pradesh and Bihar. Parental digital literacy was measured using a modified digital skills scale, and student academic engagement was measured across three dimensions: behavioural, emotional, and cognitive engagement. Results show a moderate positive correlation between parental digital literacy and overall student engagement (r = 0.46, p < 0.01), and regression analysis indicates that parental digital literacy significantly predicts student engagement even after controlling for household income and parental education (ß = 0.31, p < 0.01). Mothers' digital literacy showed a slightly stronger association with student engagement than fathers' digital literacy. The findings support the idea that digital literacy among parents is not a side issue but a genuine home-based resource that shapes how involved and engaged rural children remain in their studies. The paper closes with practical suggestions for community-based digital literacy programmes, school-parent digital orientation sessions, and policy convergence with the National Education Policy 2020 and ongoing digital India initiatives.