ICT and Its Impact on the Scientific Literacy of Secondary School Students: A Comparative Study Between Singapore and the USA in PISA 2022

This study investigates the relationship between Information and Communication Technology (ICT) use and secondary students’ scientific literacy in Singapore and the United States, drawing on data from the 2022 Programme for International Student Assessment (PISA). By comparing two contrasting national contexts—Singapore’s centralized, academically aligned ICT strategies and the United States’ decentralized and heterogeneous implementation—this research explores how ICT usage, access, and instructional quality shape student outcomes in science education. Employing hierarchical cluster analysis and two-level Hierarchical Linear Modeling (HLM), the study addresses three core questions: (1) How do ICT usage patterns differ between students in Singapore and the U.S.? (2) What are the distinctive features of ICT engagement in each context? and (3) To what extent do ICT-related factors predict students’ scientific literacy? The analysis reveals that although U.S. students report higher frequency of ICT use, particularly for leisure or informal purposes, Singaporean students experience more structured, curriculum-integrated ICT environments—associated with greater digital self-efficacy and stronger academic outcomes in science. Crucially, the study identifies school climate and teacher capacity as key mediators of ICT’s educational impact. In Singapore, strong professional development, clearly defined pedagogical goals, and coordinated extracurricular programs amplify the benefits of digital tools. Conversely, in the U.S., fragmented ICT integration and limited teacher support undermine the potential of technology to enhance scientific understanding. The findings underscore the importance of intentional and pedagogically coherent ICT implementation. Rather than viewing technology as a neutral or inherently beneficial tool, this study argues that its effectiveness depends on system-level alignment with teaching practices, professional development, and equitable resource distribution. The results offer actionable implications for education policymakers and leaders: a structured, goal-driven approach to ICT—supported by trained educators and inclusive infrastructures—is critical to advancing scientific literacy in the digital age. Future research should extend this cross-national analysis to broader subject areas and more diverse educational systems to inform global strategies for equitable and effective technology integration.