This study investigates the integration of ICT in teaching and learning environments within Gilgit-Baltistan, Northern Pakistan. It focuses on the impact of ICT on students' learning abilities, teachers' support, and the effectiveness of Learning Management Systems. The study also explores how ICT integration improves teaching efficiency and instructional practices. Using structured questionnaires, data were collected from 272 teachers across four districts of GB, Pakistan i.e., Gilgit, Hunza, Ghizer, and Nagar. The data included teachers' demographics, technology usage, online teaching experiences, and perceptions of ICT in education. Statistical analysis was performed using SPSS to identify trends and significant differences.

The findings indicate a positive correlation between ICT integration and improved teaching, and learning environment (TLE), with an average response significantly above neutral (p-value < 0.000). District-wise comparisons show that teachers in Ghizer reported higher student learning abilities (SLA) improvements than those in Gilgit, with a significant difference of 0.241 (p-value = 0.057). Additionally, 43% of respondents strongly agreed that ICT boosts students' motivation to learn independently. Teachers' support in using ICT for teaching showed no significant differences across districts. Significant differences were found between Ghizer and Gilgit regarding LMS (mean difference = 0.249, p-value = 0.023), highlighting varied perceptions of LMS effectiveness. ICT integration significantly improves teaching and learning environments in the GB province, enhancing students' learning abilities and teaching efficiency. However, variability in LMS effectiveness and ongoing support and training needs highlight areas for improvement to elevate ICT's role in education further.