This study evaluates the effectiveness of inclusive education policies in enhancing higher education participation among tribal women in Rayagada district of Odisha, India. The tribal women have continued to face significant barriers to access and participation despite several policy measures, including reservations, scholarships, and digital education programs. The quantitative cross-sectional design was used to gather data on 300 tribal women students using a structured questionnaire. The results indicate that participation is positively affected by inclusive education policies, with a significant effect (β = 0.45), especially regarding enrolment. Nonetheless, these policies are mediated by factors like awareness and institutional support and moderated by socio-economic status, cultural norms, and access to digital facilities. The research cites that economic limitations, oppressive cultural patterns, and inadequate digital facilities still impede retention and completion rates. On the whole, the study emphasizes that although inclusive policies enhance access, they can be successful only in the case of supportive institutional mechanisms and socio-economic conditions. The research offers valuable information to policymakers and educational institutions to enhance inclusive models and advance equitable higher education access to tribal women.