Teachers' psychological resistance to digital innovation in jordanian entrepreneurship and business schools: Moderation of teachers' psychology and attitude toward educational technologies.

The current study aimed to highlight the factors that may influence teachers' psychological resistance to digital technologies in entrepreneurship and business schools. Theoretically grounded in the diffusion of innovations theory and the theory of planned behavior, the current research investigates teachers' psychological resistance to digital innovation, school culture and climate, and moderation of teacher attitudes toward educational technologies. A cross-sectional field survey of 600 business and entrepreneurship school teachers was conducted in Jordan. In this study, partial least square-structural equation modeling (PLS-SEM) was used to assess the variables' "direct and moderating impacts" using the Smart PLS software 3.0. According to the results, school culture and school innovation climate had a considerable positive impact on teachers' resistance to digital innovation. Additionally, teachers' attitudes toward educational technologies moderated the relationship between study constructs in the framework. The study is a significant advance to the literature related to entrepreneurship, business education, and digital innovation. Several key policy insights and recommendations for further research, as well as theoretical and practical implications, are suggested.

A three wave longitudinal study of school innovation climate and entrepreneurship teachers' acceptance to technology: Moderating role of knowledge sharing and knowledge hiding.

Entrepreneurship and business school teachers must extensively use technological and innovative tools to increase the efficacy of their instructional methods. This research aimed to investigate the teachers' acceptance of technology in the school innovation climate, to enhance the use and effectiveness of educational technology in Thai entrepreneurship and business schools. Furthermore, the conditional influence of knowledge hiding and sharing on the link between school innovation climate and educational technology has been investigated and reported. Using a longitudinal study design data were gathered from the 204 entrepreneurship teachers of six different universities in Pattani, Bangkok, and Songkla Provinces, Thailand. Based on SamrtPLS 3.3.3 analysis, results revealed that the "school innovation climate" positively impacts educational technology use. Additionally, knowledge hiding and sharing moderated the relationship between "school innovation climate" and acceptance of educational technology (actual use of educational technology, perceived usefulness, and perceived ease of educational technology). Current research attempted to bridge the gap between knowledge management and innovation theories application in entrepreneurship education. The study brings key policy implications for school leaders and practitioners and suggests several directions for future research.