<![CDATA[This study aims to examine the effects of teachers’ pedagogical competence and learning facilities on students’ academic achievement, with information technology usage as a moderating variable within the framework of Social Cognitive Theory. A quantitative explanatory research design was employed. The population consisted of 125 Office Management students, with a sample of 96 selected using proportional stratified random sampling. Data were collected through questionnaires, observations, and report card documentation, and analyzed using SEM-PLS with SmartPLS 4. The results indicate that teachers’ pedagogical competence (β = 0.596; p < 0.001) and learning facilities (β = 0.530; p < 0.001) have positive and significant effects on academic achievement. However, information technology usage negatively moderates the relationship between pedagogical competence and achievement (β = -0.155; p = 0.002), suggesting that higher technology use may weaken the direct influence of teachers, possibly due to increased learner autonomy. These findings highlight the dual role of technology in shaping learning dynamics.]]>
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