This study investigates the structural impact of Information and Communication Technology (ICT) integration on secondary school students' academic outcomes, specifically through the mediating lenses of Self-Regulated Learning (SRL) and critical thinking skills. Moving beyond the traditional paradigm of frequency-based technology metrics, this research evaluates the underlying mechanisms through which qualitative, resource-strategic ICT implementation transitions learners from mere digital connectivity to deeper cognitive engagement. Utilizing a mixed-methods empirical approach across twenty institutional contexts, data were compiled from a sample framework evaluating pedagogical tech integration alongside standardized measures of cognitive activation. The empirical findings reveal that high-quality ICT environments act as vital catalysts for student autonomy, demonstrating a statistically significant positive correlation with adaptive self-monitoring, independent goal-setting, and elevated higher-order thinking processes. Structural equation modeling underscores that the relationship between technological access and academic performance is indirect, heavily mediated by the enhancement of metacognitive frameworks and contextual problem-solving capabilities. Crucially, the analysis reveals distinct variations in the efficacy of ICT infrastructure between public and private educational ecosystems, underscoring the necessity of balanced resource allocation and specialized teacher training to mitigate socio-technological disparities. Ultimately, this paper establishes that when digital resources are explicitly structured to promote active exploration rather than passive consuming, they systematically elevate student-centered performance paradigms, offering key insights for international policy reforms and curriculum layout.
Ankita Yadav (Fri,) studied this question.