<p>Digital literacy is often seen as the key driver of effective learning with digital tools, yet there is a lack of research on how access to these tools influences the development of digital literacy. This research aims to examine the direct and indirect effects of access to and use of digital resources, digital literacy, and confidence in math tasks on students’ mathematics achievement. Researchers used the 2022 PISA dataset, which includes a sample of 613,744 students, to conduct the analysis. Stepwise multiple linear regression and structural equation modelling were employed to calculate the results. The findings indicate that access to digital resources, digital literacy, and confidence in mathematics tasks significantly and positively influence mathematics achievement. In contrast, the use of digital resources in mathematics learning shows a negative effect. Moreover, the analysis revealed no mediating role for digital literacy, the use of digital resources, or confidence in math tasks in the relationship between access to digital resources and achievement scores. However, both confidence in math tasks and the use of digital resources positively mediate the relationship between digital literacy and mathematics achievement. The results further show that frequent use of digital tools—such as simulations, virtual labs, and coding platforms—along with digital literacy skills like sharing content online, managing websites or blogs, and algorithmic thinking, serve as negative predictors of mathematics achievement.</p>