<p>The rapid digital transformation in education has necessitated an evaluation of the impact of technology-enhanced learning environments. This study examines the effects of one-to-one technology implementation on the digital literacy of middle school students in South Korea, focusing on the 2022 curriculum revision. The research employs a case study approach, analyzing data collected from two schools with varying levels of technological integration. Using pre- and post-surveys, interviews, and classroom observations, the study assesses changes in students’ digital literacy, including understanding and application of digital technology, digital mindset, digital thinking ability, and digital literacy practice. The findings indicate statistically significant improvements in digital thinking ability, particularly among students with higher academic achievement levels. However, disparities in teacher engagement and school infrastructure influenced the effectiveness of the one-to-one technology implementation. The study highlights the need for structured pedagogical strategies, teacher training, and curriculum integration to optimize the benefits of technology-enhanced education. Future research should explore best practices for technology-enhanced learning environments and strategies to bridge the digital literacy gap among students.</p>