Journal of Education, Society and Behavioural Science

Technology-enabled pedagogy has emerged as an important approach to enhancing student learning and engagement in contemporary educational settings. This study investigated the influence of Technology-Enabled Pedagogy (TEP) on students’ Behavioural Engagement (BE), Emotional Engagement (EE), and Cognitive Engagement (CE) in Saraswati Shishu Vidya Mandirs (SSVMs) across Odisha, India. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, the study adopted a quantitative, cross-sectional research design. Data were collected from 200 students representing 20 SSVMs across 10 districts of Odisha using a multistage stratified sampling technique. The proposed relationships were examined using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results revealed that TEP had significant positive effects on Behavioural Engagement (β = 0.612), Emotional Engagement (β = 0.548), and Cognitive Engagement (β = 0.657), thereby supporting all three proposed hypotheses. Among the three dimensions, Cognitive Engagement demonstrated the strongest association with TEP, indicating that technology-integrated teaching may particularly enhance students’ attention, understanding, and active involvement in learning. The findings suggest that the purposeful integration of technology with pedagogy and subject content can strengthen multiple dimensions of student engagement while complementing the value-oriented educational philosophy of SSVMs. The study provides context-specific evidence on technology integration in culturally rooted, value-based educational settings and offers practical implications for teachers, school administrators, and policymakers seeking to strengthen technology-supported teaching and learning.