Implementation of information and communication technologies (ICTs) in education is defined as the incorporation of ICTs into teaching and learning activities, both inside and outside the classroom. Despite widely studied, there is still no consensus on how it affects student performance. However, before evaluating this, it is crucial to identify which factors impact students' use of ICT for educational purposes. This understanding can help educational institutions to effectively implement ICT, potentially improving student results. Thus, adapting the conceptual framework proposed by Biagi and Loi (2013) and using the 2018 database of the Program for International Student Assessment (PISA) and a decision tree classification model developed based on CRISP-DM framework, we aim to determine which socio-demographic factors influence students' use of ICT for educational purposes. First, we categorized students according to their use of ICT for educational purposes in two situations: during lessons and outside lessons. Then, we developed a decision tree model to distinguish these categories and find patterns in each group. The model was able to accurately distinguish different levels of ICT adoption and demonstrate that ICT use for entertainment and ICT access at school and at home are among the most influential variables to predict ICT use for educational purposes. Moreover, the model showed that variables related to teaching best practices of Internet utilization at school are not significant predictors of such use. Some results were found to be country-specific, leading to the recommendation that each country adapts the measures to improve ICT use according to its context.