Abstract: Digital transformation constitutes a crucial direction for advancing educational modernization globally, and its transformation outcomes should ultimately be manifested in enhancing the comprehensive development of children and adolescents.Based on the international data from the PISA 2022, the influence of the accessibility and usability of school digitalization on students' academic achievements has systematically been investigated, along with the heterogeneity of this impact in countries or regions with varying degrees of informatization development and educational competition.The empirical findings have revealed that the accessibility (quantity and quality) of school digital resources significantly positively affects academic achievement.However, the impact of usability (utilization rate of digital resources and ICT inquiry-based teaching) on academic performance demonstrates nonlinear relationships of U-shaped and “inverted U-shaped” respectively.The result of heterogeneity indicates that school ICT resources exhibit relatively higher efficacy in countries or regions with higher levels of informatization and lower degree of competition, and students in these countries or regions benefit more from digital resources.To enhance the value-added effect of digital education in China, we should improve the quality of digital infrastructure and promote deep integration of digital technology and teaching, to realize the high-quality development of China's education enabled by digital technology.

Key words: education digitalization, school digitalization, academic achievements, international comparisons, PISA, ICT