Abstract: As India reimagines its education system in the wake of the National Education Policy (NEP) 2020, digital technologies have emerged as both promise and peril. The policy advocates the use of disruptive technologies, online education, and AI-driven assessment systems, reflecting a shift toward techno-solutionism in educational reform. However, these developments risk deepening existing inequalities, compromising pedagogical relationships, and transforming students into data commodities. This article offers a sobering critique of the policy’s underlying assumptions and challenges the reduction of education to mere information delivery. It warns of the long-term dangers of surveillance-driven, market-centric models of learning.