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How does teacher collaboration drive technology adoption? A PLS-SEM analysis of PISA 2022 data
Rui Liu1, Fan Liu2, Runlin Li1
1School of Intelligent Technology, Geely University of China, Chengdu, China.
Introduction:
While teacher collaboration is widely recognized as a driver of educational reform, the specific mechanisms by which it translates into individual technology adoption remain underexplored. This study addresses this gap by constructing a theoretical framework that synthesizes Communities of Practice and Social Cognitive Theory, focusing on how social interactions are internalized as psychological resources.
Methods:
Utilizing the large-scale global dataset from the PISA 2022 assessment (N = 38,747), we employed Partial Least Squares Structural Equation Modeling (PLS-SEM) to test a chain mediation model. The analysis examined the interplay between teacher collaboration, school climate, and teacher self-efficacy as predictors of instructional technology adoption.
Results:
The results reveal a complementary partial mediation mechanism. Specifically, teacher collaboration is associated with technology adoption not only directly by facilitating resource exchange but also through three distinct indirect pathways: (1) an environmental pathway mediated by school climate; (2) a psychological pathway mediated by teacher self-efficacy; and (3) a serial pathway where school climate enhances self-efficacy. These findings delineate a consistent mechanism of socialization, internalization, and externalization, underscoring that internal psychological states are significantly linked to the perceived control over both internal and external factors.
Discussion:
The results validate an integrated Social-Cognitive Integration Framework, clarifying how social interactions translate into individual behavioral change. The mediation effect highlights that school climate and self-efficacy serve as the fundamental pillars promoting technology adoption. Implications suggest that university-based teacher education should prioritize collaborative competencies to build preservice teachers' psychological resilience, while the school administrators must cultivate "psychologically safe" environments to sustain the vitality of digital transformation.
