Abstract
This study examines the factors influencing knowledge-sharing behaviour among higher education faculty in Henan Province, China, within the context of increasing digitalisation in education. It explores the roles of personal attributes (attitude and motivation), perceived technological factors (usefulness and ease of use), and mediating variables (user engagement and perceived technology) in shaping knowledge-sharing practices. The focuses on the behavioural aspects of faculty knowledge sharing in digitalised environments. A quantitative cross-sectional survey design was employed. Data were collected from 410 faculty members across different academic levels using a structured questionnaire. Stratified random sampling ensured representative coverage of senior, middle, and junior-level teachers. The data were analysed using IBM SPSS 25, including descriptive statistics, correlation, regression, and mediation analysis using Hayes’ PROCESS macro. The results show that attitude, motivation, perceived usefulness, and ease of use significantly predict knowledge-sharing behaviour. Perceived technology mediated the relationship between personal factors and knowledge sharing, while user engagement did not significantly mediate. Ease of use emerged as the strongest predictor of sharing behaviour. This research integrates personal and technological perspectives better to understand digital knowledge sharing in Chinese higher education. The findings offer practical guidance for institutions aiming to enhance faculty collaboration through effective digital strategies.
Keywords: Digital Education, Faculty Behaviour, Knowledge Sharing, Perceived Technology, User Engagement.