学校数字支持如何提升教师数字胜任力：数字韧性的中介作用与计算思维的调节效应

ORIGINAL RESEARCH article

Front. Psychol.

Sec. Educational Psychology

• 1. Central China Normal University, Wuhan, China

• 2. 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.

Keywords

Computational thinking, Conservation of Resources, digital resilience, school digital support, Teachers' digital competence

Received

29 April 2026

Accepted

27 September 2026

Copyright

© 2026 Zhang, Wang, Yu and Lu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence:

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