<![CDATA[Educational technology integration in secondary schools should improve the quality of learning experiences rather than merely increase the number of devices or applications. This study aims to describe forms of technology integration, examine their contribution to student engagement and self-regulated learning, and identify implementation constraints at SMA Negeri 5 Bengkulu City in 2025. A qualitative case-study design is employed. Data are planned to be collected through classroom observations, semi-structured interviews with teachers and students, student group discussions, and analysis of digital learning artifacts. Thematic analysis is used to organize patterns of experience and adaptation strategies. The draft findings indicate five major themes: flexible access to learning materials, increased engagement through rapid response opportunities, emerging self-regulation practices, a shift in teachers’ roles toward learning-experience design, and constraints related to connectivity, devices, distraction, and digital literacy. Technology provides the strongest benefits when applications are selected according to pedagogical goals and supported by clear task structures, feedback, and alternative access options. The study emphasizes that integration quality depends on the alignment of technology, pedagogy, content, school support, and students’ capacity to manage their learning. Teacher professional development should therefore focus on designing simple, inclusive, secure, and purposeful digital learning activities]]>
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