This study examines how digital inclusion at the school level shapes the relationship between teacher technology-integration self-efficacy and students' aspirations for upward mobility. Drawing on social cognitive theory, we propose that confident teachers create inclusive classroom environments that foster student engagement and long-term educational aspirations, and that these effects are strengthened when schools provide systemic support for digital technology. Data were collected through a three-wave design involving 292 higher-secondary schools in Punjab, Pakistan. Structural equation modeling and moderated mediation analysis revealed that teacher technology self-efficacy predicted stronger perceptions of classroom inclusion, which in turn enhanced students' intent to pursue upward social mobility. School-level digital inclusion amplified this indirect effect, highlighting the combined role of teacher capacity and institutional infrastructure. The findings demonstrate how investments in digital support and teacher development can contribute to equitable and future-oriented educational outcomes, offering policy and practice implications for technology-enhanced education in diverse contexts.
Lei et al. (Thu,) studied this question.