The effect of digital capital on achievement in science and mathematics in PISA 2022: The case of Jordan

This study examined the impact of digital capital on mathematics and science achievement among 7799 Jordanian students participating in PISA 2022. Using PLS-SEM, the research investigated the relationship between achievement and four digital capital factors: in-school digital use, out-of-school digital use, ICT use for school activities outside the classroom, and quality of ICT access. Results indicated that out-of-school digital use and ICT use for school activities outside the classroom demonstrated significant positive associations with both mathematics and science achievement and self-efficacy in digital competencies. However, while in-school digital use and quality of ICT access were significantly associated with self-efficacy, they did not show a direct significant relationship with mathematics and science achievement in this model. Furthermore, self-efficacy significantly mediated the relationship between digital capital factors and mathematics and science achievement.