The Impact of EdTech Utilization Levels on Learning Engagement and Academic Achievement Among Students at Specialized Beauty High Schools

The purpose of this study is to empirically analyze the effects of EdTech utilization levels on learning engagement and academic achievement among students at beauty-specialized high schools, and furthermore, to identify the influence of learning engagement on academic achievement. For this study, 152 students from beauty-specialized high schools in Gwangju Metropolitan City and Jeollanam-do were included in the research, and an online survey was conducted from April 15 to April 30, 2026. The research results showed that, first, the level of EdTech utilization had a partially significant effect on learning engagement. Specifically, proficiency in utilization, as well as perception and attitude, had a significant positive effect on affective learning engagement, and proficiency in utilization was also confirmed to have a significant effect on cognitive learning engagement. Second, the level of EdTech utilization was found to have a significant effect on academic achievement. Third, learning engagement was found to have a very significant effect on academic achievement, and in particular, affective learning engagement was confirmed to have a greater influence than cognitive learning engagement. Overall, the academic achievement of high school students specializing in beauty is explained by the level of EdTech utilization and learning engagement; in particular, it can be confirmed that there is a structural relationship in which EdTech proficiency and positive perception influence academic achievement through learning engagement. This suggests that in a practice-oriented vocational education environment, EdTech can function as a core learning facilitation tool beyond a mere auxiliary means. Future research should conduct comparative studies by expanding the scope to include regions, school types, and major fields not covered in this study.