The integration of assistive technology in education is vital for enhancing independence among visually impaired students. This study examines the impact of smartphone-based accessibility tools, specifically Google TalkBack, on the quality of life and psychosocial well-being of 18 visually impaired young women (aged 20–26) living in a college hostel in Delhi, India. Participants underwent a three-month, structured digital literacy program using a “Train the Trainer” module. Pre- and post-assessments were conducted using the WHOQOL-BREF and PIADS scales. Initial results showed low confidence in using accessibility features, high frustration, and moderate emotional distress, despite frequent smartphone exposure. Following the intervention, participants reported marked improvements in mobility, life satisfaction, emotional resilience, and independence. Feelings of Frustration and embarrassment significantly declined, indicating greater digital autonomy and psychosocial wellbeing. The findings highlight the effectiveness of targeted, context-sensitive training in bridging the digital literacy gap for visually impaired users. The study underscores the importance of moving beyond device provision to sustained, user-centred assistive technology education for long-term impact.