Toward the Education for Sustainable Development (ESD): Digital leadership and knowledge-sharing behavior on the higher education institutional change

Abstract

This study explores the interplay between digital leadership, knowledge-sharing behavior, and institutional change in higher education institutions (HEIs) through the lens of the Institutional Theory of Leadership, with a focus on advancing higher education for sustainable development (ESD). We develop theoretical arguments and provide empirical evidence of the mediating effect of knowledge-sharing behavior among employees in the relationship between leaders' digital leadership and institutional change within Chinese HEIs aligned with the Sustainable Development Goals (SDGs). Using a quantitative survey method, we collected data from 607 valid respondents affiliated with Chinese HEIs. Structural equation modelling (SEM) was employed for data analysis. The findings highlight the critical role of digital leadership in fostering institutional change, not only as a form of career capital for educational professionals but also as a catalyst for promoting innovative digitization practices among students and faculty through enhanced knowledge-sharing behavior. Specifically, the study confirms that digital leadership is positively associated with institutional change, with knowledge-sharing behavior serving as a mediator in this relationship. Additionally, the findings imply that digital leaders should actively advocate for higher education reforms and cultivate a culture of knowledge sharing. By doing so, HEIs can better adapt to the challenges posed by digital transformation and prepare educational leaders for the evolving demands of the future.