This bibliographic review explores the current state of digital literacy and its potential connection with critical reading among rural secondary school students. It aims at identifying gaps in existing research and provide recommendations for future studies. The review highlights the challenges faced by rural areas, such as limited access to technology and inadequate teacher training. It also examines the impact of digital literacy on various educational levels and modalities, emphasizing the need for improved educational policies supporting digital literacy and technological training for teachers, especially in the wake of the COVID-19 post-pandemic. The review suggests focusing on differentiated pedagogical practices, teacher training methodologies adapted to rural contexts, the effect of digital literacy on academic performance, and the design of pedagogical innovations incorporating digital literacy to enhance information comprehension and processing in digital environments.