This study explores the relationship between digital preparedness and digital integration in schools, investigating the mediating role of school climate. Recognizing the critical need for empowering teachers in this digital age, this study, guided by the sTAM model, investigates to what extent school climate mediates the relationship between digital preparedness and digital integration. Using partial least-squares structural equation modeling (PLS-SEM), this study leverages a dataset of 35,108 subjects who participated in the Program for International Student Assessment (PISA) 2022 to analyze dynamics between digital preparedness, school climate, and digital integration. This methodological design allows for a detailed examination of direct and indirect effects, offering insights into the mechanisms driving digital integration in educational settings. Results indicate that digital preparedness has a significant positive direct effect on school climate (std.β = 0.075, p < 0.001) and digital integration (std.β = 0.201, p < 0.001), while school climate positively mediates the relationship between digital preparedness and digital integration (std.β = 0.013, p < 0.001). The study concludes that fostering a supportive school climate can substantially amplify digital integration efforts, emphasizing that school leaders should prioritize both digital infrastructure and climate improvements. © The Author(s) 2025.
Author Keywords
Index Keywords
