<![CDATA[The gap between the potential of educational technology tools and students' achievement of critical thinking skills in practice prompted this study. This study aimed to analyze the mechanisms of influence of educational technology tools on students' critical thinking skills, taking into account differences in individual characteristics and learning environments, and to formulate a tiered implementation strategy. The study used a mixed-methods approach combining quasi-experiments, learning behavior log analysis, and case studies. Participants included students from various educational levels. Data collection instruments included an adapted Critical Thinking Assessment Scale, a Digital Literacy Questionnaire, and a tool usage recording system. The data were analyzed quantitatively using ANCOVA and regression analysis, and qualitatively using thematic analysis. The results revealed that: (1) Tool efficacy showed significant differences based on educational level, with visual tools being effective for elementary school students (ES=0.45) while debate platforms were more suitable for secondary school students; (2) Digital literacy and technology anxiety moderated the effect of tool use, with the high-anxiety group showing a 23% decrease in usage duration; (3) Accessibility of resources and teacher support are key environmental variables, where students in remote areas experience a "tool usage gap". This study emphasizes differentiation, dynamization, and emotionalization in educational technology to enhance critical thinking in adaptive and effective ways.]]>
