ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This quantitative study examined the relationship between students’ demographic profiles, technology-influenced attitudes, and academic success, and proposed a Technology Integration Plan for Colegio de Getafe, Bohol during the second semester of Academic Year 2024–2025. Guided by Davis’s Technology Acceptance Model (1989) and Bandura’s Social Cognitive Theory (1986), the study employed descriptive-correlational methods with 130 college student-respondents. Data were collected using validated questionnaires measuring attitudes toward learning, school, teachers, peers, and assignments, alongside technological competence indicators. Results show that student age, sex, family income, preferred courses, and home technology access significantly influence technological competence, attitudes toward technology, and academic performance across multiple domains. Teacher characteristics, including experience, qualifications, training, and technology use, also significantly affect student competence and attitudes. Positive attitudes toward technology and higher digital competence strongly correspond to improved academic outcomes. Recommendations include providing equitable access to devices and internet connectivity, intensifying teacher professional development, adopting differentiated instruction, structuring regular technology engagement, and integrating digital literacy into the curriculum. Recommendations include equitable device and internet access, teacher training in digital instruction, parent and community engagement, and alignment of technology tasks with student abilities and preferences. The proposed Technology Integration Plan provides structured guidance for access, instruction, and monitoring to enhance learning outcomes consistently and equitably. Keywords: Technology in School, Attitudes towards Technology, Technological Competence