This empirical study investigates the impact of structured digital lessons integrated with success criteria-based self-assessment strategies on sixth-grade students' achievement and motivation in mathematics. The study is situated within the context of the United Arab Emirates (UAE), aligning with the "We the UAE 2031" vision that emphasizes innovation, learner autonomy, and academic excellence. A quasi-experimental pre-test/post-test design was adopted, involving 120 students from AlKhair Public School in Al Ain. Two classes (n = 60) received instruction through structured digital lessons embedded with success criteria and self-assessment strategies, while the remaining two classes (n = 60) were taught using traditional instructional methods without targeted self-assessment components. All students completed mathematics achievement and motivation measures before and after the intervention. The findings indicate that students in the experimental group demonstrated notable improvements in both academic performance and motivational dimensions such as self-efficacy, intrinsic value, and task engagement, compared to their peers in the control group. The study concludes by highlighting the pedagogical significance of integrating success criteria-based self-assessment within digital instructional models and suggests practical implications for classroom practice and educational policy in the UAE. Directions for future research are discussed, including the expansion of this approach across different subjects and educational settings.