ICT Knowledge Absorptive Capacity: A Critical Factor for Technology Integration in Schools
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| Title: | ICT Knowledge Absorptive Capacity: A Critical Factor for Technology Integration in Schools |
|---|---|
| Language: | English |
| Authors: | Sandra Fischer-Schöneborn (ORCID |
| Source: | British Journal of Educational Technology. 2026 57(1):138-162. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Information Technology, Technology Integration, Technology Uses in Education, Foreign Countries, Knowledge Management, Schools, Networks, Educational Innovation, Educational Cooperation |
| Geographic Terms: | Germany |
| DOI: | 10.1111/bjet.13608 |
| ISSN: | 0007-1013 1467-8535 |
| Abstract: | This study examines whether and how a school's information and communication technology (ICT) knowledge absorptive capacity (ACAP) affects technology integration in schools. In addition, it investigates the influence of various contextual factors on the degree of contingency of ACAP, such as activation triggers, social integration mechanisms and regimes of appropriability. The study is based on a random sample of N = 411 schools representative of Germany. Structural equation modelling and machine learning were employed. The findings indicate that ICT ACAP has a positive impact on technology integration in schools and serves as a mediator in the relationship between external knowledge and technology integration. The impact of ICT ACAP on technology integration is contingent upon the presence and efficacy of knowledge-sharing mechanisms within the school, as well as the extent to which schools engage in collaborative efforts with competitors (coopetition). The insights of this study have implications for policymakers and educational leaders, who could prioritize building ACAP and fostering collaborative networks to create more adaptable and innovative school environments. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493488 |
| Database: | ERIC |
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| Abstract: | This study examines whether and how a school's information and communication technology (ICT) knowledge absorptive capacity (ACAP) affects technology integration in schools. In addition, it investigates the influence of various contextual factors on the degree of contingency of ACAP, such as activation triggers, social integration mechanisms and regimes of appropriability. The study is based on a random sample of N = 411 schools representative of Germany. Structural equation modelling and machine learning were employed. The findings indicate that ICT ACAP has a positive impact on technology integration in schools and serves as a mediator in the relationship between external knowledge and technology integration. The impact of ICT ACAP on technology integration is contingent upon the presence and efficacy of knowledge-sharing mechanisms within the school, as well as the extent to which schools engage in collaborative efforts with competitors (coopetition). The insights of this study have implications for policymakers and educational leaders, who could prioritize building ACAP and fostering collaborative networks to create more adaptable and innovative school environments. |
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| ISSN: | 0007-1013 1467-8535 |
| DOI: | 10.1111/bjet.13608 |
