<![CDATA[The expansion of higher education in Nepal has been accompanied by persistent variation in learning resources, teaching practices, student preparation, and institutional support. This study examines factors associated with students’ academic performance and develops an integrated analytical framework to inform future research and policy. It synthesizes Nepal-focused empirical evidence and international higher education literature, considering teaching quality, attendance, study habits, motivation, self-efficacy, socioeconomic status, family background, learning facilities, internet and social media use, and institutional support. The reviewed evidence indicates that teaching practices, attendance, access to learning resources, socioeconomic conditions, digital behavior, and motivational factors are associated with academic performance, although the strength and statistical significance of these associations vary across populations, disciplines, institutions, and outcome measures. Evidence further suggests that multivariate models incorporating institutional and household variables can explain a substantial proportion of variation in academic performance. Drawing on this synthesis, the study proposes a parsimonious multiple regression framework for future primary data research. It also identifies policy priorities encompassing stronger academic advising, reliable learning infrastructure, attendance monitoring and engagement systems, targeted financial assistance, digital literacy programs, improved pedagogy, and data-informed student support. The study concludes that academic performance reflects multiple interrelated influences, with student effort operating within institutional and socioeconomic contexts. Its contribution lies in integrating these influences into a coherent framework for examining academic performance in Nepalese higher education and informing coordinated interventions across student, household, and institutional domains.]]>
