This study examines how school infrastructure and digitalisation influence teachers’ motivation and subsequent student engagement in government schools in Odisha. Using a quantitative cross-sectional design, data were collected from a multistage stratified random sample of 384 teachers representing urban, rural, and tribal regions. The survey assessed perceptions of infrastructure adequacy, digital preparedness, leadership and technical support, teachers’ motivation, ICT-integrated teaching practices, student engagement, and perceived learning outcomes. The analysis employed descriptive statistics, reliability testing, Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM) to evaluate measurement validity and test hypothesised relationships. The findings indicate that adequate physical infrastructure and strong digital readiness significantly enhance teachers’ motivation, particularly when supported by effective leadership and institutional encouragement. Motivated teachers are more likely to adopt ICT-integrated pedagogies, which in turn positively influence student engagement and perceived learning outcomes. The results also highlight the mediating role of teachers’ motivation and ICT practices in linking infrastructural and digital resources to student outcomes, as well as the moderating role of leadership support in strengthening these relationships. Despite positive perceptions overall, the study identifies gaps in consistent ICT implementation, suggesting the need for continued investment and capacity building. The research contributes to the literature by providing an integrated perspective on how physical, technological, and organisational factors collectively shape teaching practices and learning experiences. It concludes that sustained investment in infrastructure, digital ecosystems, and supportive leadership is essential for building inclusive, resilient, and future-ready education systems that foster equitable human capital development.