Journal of Data Processing Nelson Mandela S 14 4 2024 https://doi.org/10.6025/jdp/2024/14/4/140-152 https://www.dline.info/jdp/fulltext/v14n4/jdpv14n4_2.pdf Digital literacy is increasingly recognised as a critical skill set for students entering a digitally-driven global economy. This research explores best practices and case studies of integrating digital literacy into higher education curricula in India. The study reviews the literature on theoretical frameworks such as the Technological Pedagogical Content Knowledge (TPACK) and the SAMRS (Substitution, Augmentation, Modification, and Redefinition) model, highlighting their application in educational contexts. Case studies from Indian institutions, including the Indian Institute of Technology Bombay (IIT Bombay), Amity University, Noida, and Symbiosis International (Deemed University), Pune, illustrate diverse approaches to curriculum integration, faculty development, technological infrastructure enhancement, and student engagement initiatives. Findings emphasise the significance of digital literacy in fostering critical thinking, problem-solving, and global competitiveness among students. The implications for educators, policymakers, and curriculum developers underscore the importance of continuous improvement and collaborative efforts to prepare students for future challenges and opportunities in a digitalised world.