Background: Information and Communication Technology (ICT) is a critical catalyst for achieving Sustainable Development Goal 4 (Quality Education) and modernizing pedagogical frameworks. While the Government of Nepal has introduced significant policy initiatives including the ICT in Education Master Plan and the Digital Nepal Framework the translation of these policies into rural classroom realities remains inconsistent.
Objectives: This study examines the core infrastructural barriers affecting ICT adoption in rural Nepal. It specifically aims to assess the current status of digital resources, analyze the impact of infrastructure reliability on learning, and identify the "sustainment gap" that hinders long-term functional continuity. 
Methodology: A quantitative research design was employed, utilizing a survey-based approach to collect primary data from 145 respondents (students and teachers) in rural Nepalese schools. Data analysis included descriptive statistics, Spearman’s correlation analysis, and reliability testing (Cronbach’s Alpha = 0.798). 
Findings: The results indicate that while basic hardware is present, its effectiveness is severely limited by a lack of "hygiene factors." Major challenges include difficulty in maintenance and repair (81.3%), unreliable electricity and internet (77.9%), and a shortage of trained ICT personnel (66.2%). Correlation analysis confirms a significant positive relationship between infrastructure reliability and digital learning effectiveness. The study highlights a shift from the "first-level" digital divide (physical access) to a "second-level" divide (quality and usability). 
Conclusion: The study concludes that ICT integration in Nepal fails not due to a lack of initial investment, but due to a lack of sustainability planning. To bridge the rural-urban divide policy must shift from mere hardware provision to creating inclusive digital ecosystems supported by solar power, offline learning platforms, and localized technical support.