TY - JOUR

T1 - ICT knowledge absorptive capacity: A critical factor for technology integration in schools

AU - Fischer‐Schöneborn, Sandra

AU - Brown, Chris

AU - Aydin, Burak

AU - MacGregor, Stephen

AU - Pietsch, Marcus

N1 - Publisher Copyright: © 2025 The Author(s). British Journal of Educational Technology published by John Wiley & Sons Ltd on behalf of British Educational Research Association.

PY - 2025/6/13

Y1 - 2025/6/13

N2 - 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. Practitioner notes What is already known about this topic For schools, technology integration is considered an important educational innovation. Acquiring, creating and sharing knowledge are essential for an efficient technology integration. Knowledge absorptive capacity (ACAP) is a critical factor in the acquisition of knowledge. What this paper adds Higher information and communication technology (ICT) ACAP is associated with increased technology integration. ICT ACAP mediates between the depth of external knowledge and technology integration. The efficacy of ACAP is contingent upon a number of contextual variables, in particular, knowledge sharing in schools and coopetition. Implications for practice and/or policy Schools need to identify, integrate and exploit relevant ICT knowledge to integrate technology successfully. Schools must develop systematic knowledge management systems to ensure that newly acquired knowledge is used reasonably. Schools must collaborate, even if they compete, to succeed in technology integration.

AB - 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. Practitioner notes What is already known about this topic For schools, technology integration is considered an important educational innovation. Acquiring, creating and sharing knowledge are essential for an efficient technology integration. Knowledge absorptive capacity (ACAP) is a critical factor in the acquisition of knowledge. What this paper adds Higher information and communication technology (ICT) ACAP is associated with increased technology integration. ICT ACAP mediates between the depth of external knowledge and technology integration. The efficacy of ACAP is contingent upon a number of contextual variables, in particular, knowledge sharing in schools and coopetition. Implications for practice and/or policy Schools need to identify, integrate and exploit relevant ICT knowledge to integrate technology successfully. Schools must develop systematic knowledge management systems to ensure that newly acquired knowledge is used reasonably. Schools must collaborate, even if they compete, to succeed in technology integration.

KW - absorptive capacity

KW - innovation

KW - knowledge transfer

KW - school leadership

KW - technology integration

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=105008227382&partnerID=8YFLogxK

U2 - 10.1111/bjet.13608

DO - 10.1111/bjet.13608

M3 - Journal articles

JO - British Journal of Educational Technology

JF - British Journal of Educational Technology

SN - 0007-1013

ER -