In any field, effective teaching and learning are greatly aided by information and communication technology, or ICT. ICT integration in education has received significant attention in educational system reforms, which emphasized it as an essential component in improving the learning process. Educational organizations have been particularly concerned about how ICT use would affect students' academic achievement (Alhusein, 2021). Since information and communication technology (ICT) is so prevalent in today's digital world, the current study has focused on the connections between ICT and Turkish students' science performance on the PISA 2018 assessment. To assess the impact of ICT use on students' science performance, this study used structural equation modeling (SEM) to analyze PISA 2018 data (Türkiye, n = 6890, 186 schools) while taking the students' socioeconomic status into consideration. Results showed that: (i) ICT use in and outside of the classroom was found to be statistically significantly correlated with science achievement; (ii) there was also a statistically significant correlation between science achievement and students' attitudes toward ICT. This research can increase theoretical understanding of technology, learning, and cultural context as well as actual applications of ICT in science classes that consider the differences between ICT effects.