The impact of digital resource utilization on student learning outcomes and self-efficacy across different economic contexts: A comparative analysis of PISA, 2022

Abstract

This study investigates the utilization of digital resources among students across three economic categories: lower-middle-income countries, upper-middle-income countries, and high-income countries. This study focuses on several dimensions, including digital resource usage, student engagement, self-efficacy, subject learning, and feedback mechanisms. Leveraging data from the Programme for International Student Assessment (PISA) 2022, we analyzed responses from 237,844 students. Statistical techniques included analysis of variance and structural equation modeling. The findings reveal that students from high-income countries demonstrate higher digital resource utilization and self-efficacy compared to their counterparts in upper-middle-income and lower-middle-income countries. However, educational software and digital feedback tools remain underutilized across all economic contexts. Digital resources for language, mathematics, and science learning exhibit poor usage patterns. A significant proportion of students rarely utilize these resources for academic purposes, raising concerns about digital distractions. Upper-middle-income countries’ students engage more actively in digital learning activities outside the classroom compared to their peers in lower-middle-income and high-income countries. Policymakers and educators should address disparities in digital resource utilization to enhance educational equity and bridge gaps, particularly in resource-limited settings.