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The study aimed to measure the effect of digital pedagogical skills of mathematics teachers and their awareness on student learning performance. The cross-sectional survey design was used among 462 mathematics teachers in Nepal. Structural equation modeling and machine learning were the main statistical techniques used in the study. The findings indicate that teachers’ digital pedagogical skills were significantly low in internet surfing, using communication tools, subject-related applications, and the development of audiovisual instructional materials. Internet surfing skills and collaboration tools are significant predictors of policy and ethical digital awareness.