How is School ICT Availability and Use Associated with Students' Mathematics Achievement?

Education digitalization has become an important direction of school governance and classroom reform, yet whether school ICT resources can be transformed into learning gains remains an empirical question. Using PISA 2022 student-level data from East Asia, this study examines the association between school ICT availability and use and students' mathematics achievement. The baseline dependent variable is PV1MATH, and the core explanatory variable is ICTAVSCH. The models control for gender, mother's education, father's education, and regional fixed effects. The final sample contains 26,518 students from Chinese Taipei, Hong Kong (China), Japan, Korea, and Macao (China). Results show that ICT availability and use are not monotonically associated with higher mathematics achievement. Medium ICT use is associated with the highest average score, while the highest ICT group performs lower. OLS, nonlinear and grouped regressions, ten-plausible-value robustness checks, quantile regression, and heterogeneity analysis all point to a similar conclusion. The findings suggest that digital education policy should move from an input-oriented logic to an instructional integration logic.