Empowering teachers through school digital transformation: the mediating role of digital resilience and the moderating effect of computational thinking on teachers' digital competence.
- 1Faculty of Artificial Intelligence Education, Central China Normal University, Wuhan, China.
- 2School of Education, Huanggang Normal University, Huanggang, China.
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.
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BibTeX
@article{zhang2026empowering,
title = {{Empowering teachers through school digital transformation: the mediating role of digital resilience and the moderating effect of computational thinking on teachers' digital competence.}},
author = {Shan Zhang and Qi Wang and Xuchen Yu and Xue Lu},
journal = {Frontiers in psychology},
year = {2026},
month = oct,
doi = {10.3389/fpsyg.2026.1868343},
url = {https://europepmc.org/article/MED/42952775},
note = {CC BY},
}
RIS
TY - JOUR
TI - Empowering teachers through school digital transformation: the mediating role of digital resilience and the moderating effect of computational thinking on teachers' digital competence.
AU - Shan Zhang
AU - Qi Wang
AU - Xuchen Yu
AU - Xue Lu
PY - 2026
DA - 2026/10/14
JO - Frontiers in psychology
DO - 10.3389/fpsyg.2026.1868343
UR - https://europepmc.org/article/MED/42952775
AB - 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.
SN - 1664-1078
ER -