.png){kind=icon}
.png){kind=icon}
Return
Resource gain spirals in the digital era: How digital literacy drives teachers’ digital teaching innovation behavior via self-efficacy and knowledge sharing
.png){kind=icon}
PRE
AI
Y
J
J
W
DOI：10.1080/15391523.2026.2643170.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
With the ongoing digital transformation of education, the critical role of digital literacy (DL) in fostering teachers’ Digital Teaching Innovation Behavior (DTIB) has become increasingly apparent. However, the mechanisms through which DL influences DTIB remain unclear. Drawing on Conservation of Resources theory, this study proposes a chain mediation model where technology integration self-efficacy (TISE) and knowledge sharing (KS) mediate the relationship between DL and DTIB. Using structural equation modeling to analyze data from 605 teachers in China, the findings show that DL positively influences DTIB. TISE and KS play significant mediating roles in this relationship. Specifically, DL enhances TISE, which fosters KS, ultimately driving DTIB and forming a chain mediation effect. These findings offer a novel theoretical perspective on teachers’ DTIB, viewed through the lens of resource flow.
Keywords:
Digital literacy
digital teaching innovation behavior
technology integration self-efficacy
knowledge sharing
conservation of resources theory
Journal
IF:
5
Papers:
164
Citations:
2.7K
Organization
Cited Papers