Digital technologies have become an integral component of contemporary education systems, yet evidence remains inconclusive regarding their actual contribution to student learning outcomes. While many schools have expanded their digital infrastructure, it is still unclear how the availability, quality, and pedagogical use of digital tools influence students’ competences in mathematics and science. This study examines the relationship between digital technology provision and student achievement by analysing data from TIMSS 2019 and TIMSS 2023, including student, teacher, and school questionnaires as well as performance results. Background and Purpose: The study addresses a central problem: although digital technologies are increasingly embedded in learning processes, little is known about how frequently and effectively they are used, and whether such use leads to improved student performance. The research explores digital provision, historical developments in school digitalisation, the impact of national strategies and COVID 19, and teachers’ digital competences. Additionally, it investigates the role of school leadership in supporting digital transformation, strategic decision making, and policy alignment. Research Questions: (1) How has the availability of digital technologies changed between 2019 and 2023? (2) To what extent does better digital provision correlate with higher achievement in mathematics and science? (3) What differences exist between urban and rural schools? Methods: The empirical analysis uses TIMSS student achievement data alongside school level and teacher level indicators. Data processing includes identifying correlations, comparing technological access and use across contexts, and analysing changes in digital environments over the two cycles. The analysis will primarily focus on countries that demonstrate high achievement levels in both mathematics and science, as well as countries characterised by advanced digital technology availability in schools and frequent pedagogical use of digital tools during lessons. Particular emphasis will be placed on Latvia, the home country of the authors, to provide a deeper contextual understanding of national developments and comparative positioning. Variables include students’ outcomes in mathematics and science, frequency of digital tool use, and digital infrastructure indicators for grade 4 settings. Expected Outcomes: The study is expected to clarify whether improvements in digital provision reflect meaningful pedagogical integration and whether such integration supports higher student performance. It will identify contextual disparities, highlight barriers to effective digital use, and assess trends in digital transformation across the two TIMSS cycles. Relevance: Based on the findings, recommendations will be developed for policymakers, school leaders, teachers, and families to enhance digital learning environments and strengthen students’ competencies in mathematics and science.

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