This study investigates the impact of mobile technology usage (MTU) on educational equity (EE) in Tamil Nadu, India, by employing a serial mediation model with digital literacy (DL) and access to educational resources (AER) as mediators. Stratified random sampling applied to select 800 secondary and higher secondary students from both rural and urban areas in the state, ensuring representation from all socioeconomic demographic areas. Results from structural equation modeling (SEM) confirm that MTU has both direct and indirect effects on educational equity (total effect coefficient = 0.8643). Digital literacy was found to be a significant mediator, with an indirect effect of 0.2106 (p < 0.001), allowing students to benefit from technology and use mobile technology for learning purposes. Access to educational resources had 0.2300 (p < 0.001) indirect effect amplifying the impact. A combined mediation pathway through digital literacy and access to resources also had an indirect effect of 0.0835 (p < 0.001). Combined, these mediators explained 60.6% of the aggregated effect of MTU on educational equity. This goes to show the impact mobile technology can have in bridging gaps in education. Tamil Nadu’s strong digital infrastructure and progressive policies enable the integration of mobile literacy in education, but challenges like the digital divide and unequal access among marginalized sections continue to exist. Overcoming these obstacles necessitates specific actions, such as improving internet access, making low-cost devices available, and rolling out digital literacy training. These findings are in line with Sustainable Development Goal 4 (SDG 4) inclusive and equitable quality education and promoting lifelong learning opportunities for all. Policy reforms based on evidence to enable mobile tech to create equity in education. For this, we conduct an analysis of android play store data from 2009 to 2023 to glean actionable insights for policymakers and educators. Future studies must assess the long-term impact of mobile technology on educational outcomes and study local obstacles to digital inclusion. Comparative studies across diverse geographic contexts can provide greater insight into the role that digital tools play in advancing educational equity. This study presents an integrated approach that contributes to our understanding of how educational developments through mobile technology can be enhanced by improving access to physical and digital resources, and how access to mobile technology cannot only provide the means of aiding all peoples in the world in their pursuit of education, but subsequently ensure none get left behind with the explosion of mobile devices over the past decade.