Sharma, NehaSharma, Jyoti2025-12-032025-12-032025-12-029789381232149https://ir.inflibnet.ac.in/handle/1944/252914th International CALIBER 2025, Sri Venkateswara University, Tirupati, Andhra Pradesh, November 17-19, 2025Academic libraries are crucial instruments for fostering equitable access to information, especially among underrepresented groups such as women, children, and differently-abled individuals. In the state of Uttar Pradesh, India, substantial urban-rural disparities substantially influence the availability and utilization of library resources. This study evaluates how these disparities impact educational empowerment by analyzing service accessibility, digital inclusion, and user engagement. It is employing a mixed-methods approach; data were analyzed for 480 participants across 66 academic institutions in eight cities, supported by quantitative metrics and qualitative feedback. The study reveals that while urban women and children demonstrate higher library engagement and better educational achievements, differently-abled users continue to face difficulties owing to inadequate assistive technologies and insufficient staff training. Children see the greatest academic gains, while women benefit in digital literacy and self-confidence. Despite strong motivation, differently-abled users remain underserved. Digital platforms like NDLI and DIKSHA exist, yet their impact is constrained by limited awareness, poor infrastructure, and exclusionary practices. Barriers such as short operating hours, lack of quiet zones, and absence of inclusive or gender-sensitive resources disproportionately affect rural and marginalized users. The study highlights the urgent requirement for upgraded infrastructure, inclusive policy development, and targeted staff training, concluding with practical strategies aimed at reducing access disparities and fostering empowerment among all user groups in both urban and rural areasenAcademic LibrariesDigital ReadinessEmpowerment OutcomesSocial InclusionUrban-Rural DisparitiesArticle