Abstract
This study investigated how technology-mediated learning supports learner engagement among senior phase learners (Grades 7–9) in selected public and private schools in Gauteng Province, South Africa. In response to national efforts to digitise education and address engagement disparities, this research provided a comprehensive, empirical analysis of how digital learning environments are associated with behavioural, cognitive, emotional, and agentic dimensions of learner engagement. Grounded in Reeve’s (2013) four-dimensional framework: emotional, behavioural, cognitive, and agentic engagement, and informed by Self-Determination Theory, the research investigated how each engagement type predicts overall Technology-mediated Learning engagement. A quantitative cross-sectional design was employed, with data collected from 152 learners using a modified version of Reeve’s engagement questionnaire. Structural equation modelling revealed that all four engagement dimensions significantly and positively associated with Techonology-mediated Learning engagement, accounting for 49.5% of the variance. Emotional engagement emerged as the strongest predictor (β = 0.448), followed by behavioural (β = 0.347), cognitive (β = 0.312), and agentic engagement (β = 0.277). These findings affirm the value of a holistic engagement framework and highlight the importance of addressing emotional connectivity and behavioural structure in digital pedagogy. The study contributes theoretically by extending multidimensional engagement theory to a Technology-mediated Learning context. It offers practical implications for policy, emphasising the need for teacher training in digital pedagogies and engagement-centred design. Limitations include the cross-sectional design, which restricts causal inferences, and the use of self-reported measures. Future research should adopt longitudinal approaches to examine engagement trajectories over time.