Author(s)

Mark Engel

Affiliation(s)

University of Western Australia, Australia.

Corresponding Author

Mark Engel

ABSTRACT

At present, information resources in cyberspace have become an effective supplement for people’s acquisition of real-space knowledge, but their scientificity and authoritativeness need to be discussed. Educators have advantages in the field of knowledge sharing on educational topics, but the participation rate in actual activities is not high. With the help of structural equation model, this article conducts an empirical investigation to explore the influencing factors of educators' participation in public knowledge sharing behavior. It is found that action control cognition has a positive impact on both knowledge sharing intention and behavior stages, and that sense of responsibility and outcome expectations will promote educators' participation in public knowledge sharing. To generate knowledge sharing intention, self-efficacy and pseudoscientific risk perception have no significant impact on knowledge sharing intention, while sharing intention and coping plan will have a positive impact on knowledge sharing behavior. On this basis, it is proposed that to improve the knowledge sharing participation of educators, the sharing platform needs to create a relaxed atmosphere and enhance behavioral control cognition; to improve the education staff's sense of responsibility and performance expectations for knowledge sharing; in the face of hot issues that urgently need to be solved, units still need to overall planning; a shared response plan needs to be made consciously in advance.

KEYWORDS

Knowledge sharing; Sharing intention; Sharing behavior; Structural equation model

CITE THIS PAPER

Mark Engel. Factors influencing educators' engagement in the sharing of educational knowledge in the digital sphere. World Journal of Information and Knowledge Management. 2024, 2(2): 8-15. DOI: 10.61784/wjikmv2n240.

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