<p>The COVID-19 pandemic created a serious disruption in the global education system. Due to the rapid spread of the virus, schools were closed for a long period, and the teaching-learning process shifted from traditional face-to-face instruction to a digital learning method. This sudden change created many challenges for students, especially those belonging to socially and economically disadvantaged backgrounds. The present study focuses on the learning interest of Scheduled Caste (SC) and Scheduled Tribe (ST) students studying in Bengali medium secondary schools in the post-pandemic period. The study was conducted on a sample of 200 students selected from different Bengali medium secondary schools. A descriptive survey method was applied, and data were gathered using a structured questionnaire. The findings show that although digital learning methods helped continue education during the pandemic, many SC/ST students faced multiple barriers, including a lack of smartphones, poor internet connectivity, financial problems, and limited digital knowledge. These problems influenced their learning interest and academic engagement. The study also highlights that the pandemic increased educational inequalities among students. Therefore, there is an urgent need to develop an inclusive and technology-supported education system that ensures equal learning opportunities for SC/ST students studying in Bengali medium schools. The study suggests that educators and policymakers should develop supportive and adaptive educational environments to bridge the post-pandemic learning gap and enhance learning interest among disadvantaged learners.</p>