This study examines the combined influence of social and digital factors on the academic achievement of secondary school students in Egypt. It seeks to address a gap in the existing literature, which has often analyzed these factors in isolation rather than through an integrated framework. Specifically, the research compares the impact of key social variables, such as parental education and household income, with that of digital influences on student performance. It further investigates the differential effects of educational technology use versus recreational engagement with social media, and assesses the role of parental monitoring of students’ digital activity. Additionally, the study explores the relationship between access to high-speed internet at home and academic outcomes. A descriptive-analytical methodology was applied to a sample of students in Cairo and Giza, employing statistical tools including multiple regression analysis to determine the relative significance of each factor. The findings reveal that parental education and household income are the strongest predictors of academic achievement, followed by educational technology use, parental digital supervision, and to a lesser extent, gender and internet access. The study concludes with policy recommendations aimed at promoting educational equity by addressing both structural inequalities and patterns of digital engagement.

Keywords: Academic achievement, social factors, digital socialization, educational technology, secondary school students, Egypt