Abstract This study contributes to the comprehensive understanding of technology integration quality within Swiss upper secondary schools by comparing different technology-enhanced learning activities across school programs and subject areas. We investigated differences between vocational and general programs, as well as between humanities and scientific subjects, regarding four different types of learning activities (as defined by the interactive constructive active passive framework) enhanced by technology. Results based on a survey of 1725 teachers revealed that teachers in vocational programs reported a higher frequency of technology-enhanced learning activity implementation in comparison to teachers in general education programs. Employing multilevel analyses, we found that less sophisticated learning activities (i.e., passive and active) were more prevalent in scientific subjects than in humanities, whereas constructive and interactive activities were more frequently proposed by teachers teaching humanities. This subject-related difference was significantly more pronounced among teachers in general education programs. Our study highlights the importance of considering the quality of technology integration, revealing differences across passive, active, constructive, and interactive technology-enhanced learning activities. The findings are interpreted with consideration for the specificities of school curricula and subject content. This study represents an ongoing progression in the exploration of technology integration quality in educational practices and calls for further research in this area.