{
  "abstract": "While school digital infrastructure has expanded rapidly, how institutional support translates into teachers' digital competence remains insufficiently understood. Grounded in the Conservation of Resources theory, this study examined how digital resilience mediates the relationship between school digital support and teachers' digital competence, and whether computational thinking moderates these associations. Data were collected from 466 Chinese educators and were analyzed using multiple regression, together with mediation and moderation analyses. The results indicate that school digital support is positively associated with teachers' digital competence; digital resilience serves as a significant mediator in this process; moreover, computational thinking moderates the second-stage path from digital resilience to teachers' digital competence; consequently, the indirect effect of school digital support on teachers' digital competence via digital resilience varies across levels of computational thinking.",
  "abstract_shown": true,
  "affiliations": [
    "Faculty of Artificial Intelligence Education, Central China Normal University, Wuhan, China.",
    "School of Education, Huanggang Normal University, Huanggang, China."
  ],
  "article_type": "research article",
  "arxiv": null,
  "author_total": 4,
  "authors": [
    {
      "affs": [
        0
      ],
      "name": "Shan Zhang"
    },
    {
      "affs": [
        0
      ],
      "name": "Qi Wang"
    },
    {
      "affs": [
        0
      ],
      "name": "Xuchen Yu"
    },
    {
      "affs": [
        1
      ],
      "name": "Xue Lu"
    }
  ],
  "bibtex": "https://research.draconitic.com/paper/0rmjvtwccxy2g.bib",
  "cited_by": 0,
  "doi": "10.3389/fpsyg.2026.1868343",
  "fulltext_url": "https://europepmc.org/articles/PMC13713753",
  "id": "0rmjvtwccxy2g",
  "issns": [
    "1664-1078"
  ],
  "landing_url": "https://europepmc.org/article/MED/42952775",
  "language": "eng",
  "licence": "CC-BY",
  "licence_label": "CC BY",
  "licence_source": "article",
  "licence_url": "https://creativecommons.org/licenses/by/4.0/",
  "metadata_licence": null,
  "native_subjects": [
    [
      "heading",
      "Original Research"
    ],
    [
      "openalex",
      "1710|Digital literacy in education"
    ]
  ],
  "openalex": "W7221804276",
  "pdf_url": "https://europepmc.org/articles/PMC13713753?pdf=render",
  "pmcid": "PMC13713753",
  "pmid": "42952775",
  "published": "2026-10-14",
  "publisher": "Frontiers Media SA",
  "ris": "https://research.draconitic.com/paper/0rmjvtwccxy2g.ris",
  "sources": [
    {
      "first_seen": "2026-10-31T00:20:41Z",
      "native_id": "MED:42952775",
      "source": "europepmc",
      "url": "https://europepmc.org/article/MED/42952775"
    },
    {
      "first_seen": "2026-11-01T12:21:22Z",
      "native_id": "PMC13713753",
      "source": "pmc",
      "url": "https://doi.org/10.3389/fpsyg.2026.1868343"
    }
  ],
  "subjects": [],
  "title": "Empowering teachers through school digital transformation: the mediating role of digital resilience and the moderating effect of computational thinking on teachers' digital competence.",
  "title_text": "Empowering teachers through school digital transformation: the mediating role of digital resilience and the moderating effect of computational thinking on teachers' digital competence.",
  "type": "peer-reviewed",
  "updated_at": "2026-11-01T12:21:22Z",
  "url": "https://research.draconitic.com/paper/0rmjvtwccxy2g",
  "venue": "Frontiers in psychology",
  "versions": []
}