Small and medium-sized enterprises (SMEs) play a critical role in achieving environmental sustainability, particularly in developing economies where regulatory enforcement and resource constraints remain significant challenges. Drawing on Institutional Theory, this study examines how green leadership influences environmental performance in Ghanaian SMEs, with digital innovation as a mediating variable and environmental culture as a moderating variable. Institutional Theory provides the conceptual foundation for explaining how normative pressures embedded in leadership values and organizational culture, alongside mimetic pressures associated with digital innovation adoption, shape firms’ environmental outcomes. Using survey data collected from SMEs in Ghana and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), the results revealed that green leadership has a significant positive effect on both digital innovation and environmental performance. Digital innovation also significantly enhances environmental performance and partially mediates the relationship between green leadership and environmental performance. Notably, the findings demonstrated that environmental culture significantly moderates the relationship between digital innovation and environmental performance, with the effect stronger in organizations with a well-developed environmental culture. This indicates that internalized environmental values amplify the effectiveness of digital innovation initiatives. The study contributes to the sustainability and organizational literature by extending Institutional Theory to the SME context in a developing economy and by clarifying the conditional role of environmental culture in translating digital innovation into superior environmental performance. Practically, the findings suggest that SME leaders and policymakers should promote environmentally oriented leadership, invest in digital innovation, and cultivate strong environmental cultures to enhance sustainability outcomes.

This study investigated the students’ perceptions of a self-paced fitness program that is integrated with SitFit, a fitness tracker that measures body inclination during sit-up exercises, and their acceptance of digital innovation in physical education. The data was gathered from a survey of 1001 Thai undergraduates. Results revealed that attitudes toward using the technology and the perceived ease of use were important predictors of behavioral intention to use the sit-up fitness tracker. consistent with previous TAM studies. Subsequently, SitFit was developed based on exercise principles and expert advice to enable users to exercise more effectively while reducing injury risk.

In the era of IR4.0, environmental dynamism and satisfying customer needs through digital innovations have evolved across IT industries. This article attempts to examine the effect of technological culture (TC) and knowledge sharing (KS) on digital innovation (DI), organizational performance (OP), and the moderating effect of self-efficacy (SE) on the link between TC, KS, and DI. This study evaluates a novel conceptual framework utilizing survey data from 270 samples of IT firms’ employees in Bangladesh and analyzing it employing the PLS-SEM approach. The findings indicate that knowledge sharing and technological culture have a significant impact on DI and DI also significantly mediates the relationship between operational, financial, and employee performance. The findings suggest businesses recognize the chance of developing digital technologies and the digitalization trend in IT sectors by being devoted to embracing new technological cultures and upgrading their knowledge exchange to become innovation leaders and increase OP. This study describes how new digital technologies and knowledge sharing may be exploited to produce innovative digital creative digital solutions’ innovative products and services which ultimately increase their OP, where the managers of the IT organizations can apply this knowledge in respected fields.

The coronavirus pandemic has reinforced the need for sustainable, smart tourism and local travel, with rural destinations gaining in their popularity and leading to increased potential of smart rural tourism. However, these processes need adjustments to the current trends, incorporating new transformative business concepts and marketing approaches. In this paper we provide real life examples of new marketing approaches, together with new business models within the context of the use of new digital technologies. Via hermeneutic research approach, consisting of the secondary analysis of the addressed subject of smart rural tourism in adversity of the COVID-19 and 6 semi-structured interviews, the importance of technology is underscored in transforming rural tourism to smart rural tourist destinations. The respondents in the interview section were chosen based on their direct involvement in the presented examples and geographical location, i.e. France, Slovenia and Spain, where presented research examples were developed, concretely within European programmes, i.e. Interreg, Horizon and Rural Development Programme (RDP). Interviews were taking place between 2022 and 2023 in person, email or via Zoom. This two-phased study demonstrates that technology is important in transforming rural tourism to smart tourist destinations and that it ushers new approaches that seem particularly useful in applying to rural areas, creating a rural digital innovation ecosystem, which acts as s heuristic rural tourist model that fosters new types of tourism, i.e. smart rural tourism.

The digital era has transformed education, making digital literacy essential for teachers to integrate technology and enhance student outcomes effectively. This study aims to examine how school culture influences teachers’ performance through their digital literacy, focusing on junior high school teachers in Malang City, East Java, Indonesia. Employing a quantitative approach, data were collected from 214 teachers out of a 457 population using questionnaires. The analysis was conducted through AMOS for Confirmatory Factor Analysis (CFA), SPSS for descriptive statistics, and PLS-SEM for hypothesis testing. The findings reveal that school culture significantly affects teachers’ digital literacy (Ho1) and teacher performance (Ho2) with supportive and innovative environments, while rigid cultures limit creativity. Furthermore, digital literacy was found to enhance teachers’ performance (Ho3) and mediate the impact of school culture on teachers’ performance (Ho4), enhancing teachers’ effectiveness in planning, implementing, and evaluating instruction. This study highlights the critical role of school culture in shaping digital literacy and offers new insights for improving teacher practices in diverse educational settings. Moreover, the role of education policies in fostering a collaborative school culture that enhances teachers’ digital literacy and performance, leading to improved educational outcomes, plays a crucial implication.

This study aimed to examine the impact of digital leadership among school principals and evaluate the mediating effect of Professional Learning Communities (PLCs) on enhancing teachers’ innovation skills for sustainable technology integration, both in traditional classroom settings and e-learning environments. Employing a quantitative approach with a regression design model, Structural Equation Modelling (SEM) and Partial Least Squares (PLS-SEM) were utilized in this research. A total of 257 teachers from 7 excellent senior high schools in Makassar city participated in the study, responding to the questionnaires administered. The study findings indicate that while principal digital leadership does not directly influence teachers’ innovation skills in technology integration, it directly impacts Professional Learning Communities (PLCs). Moreover, PLCs themselves have a significant influence on teachers’ innovation skills in technology integration. The structural model presented in this study illustrates a noteworthy impact of principal digital leadership on teachers’ innovation skills for technology integration through Professional Learning Communities (PLCs), with a coefficient value of 47.4%. Principal digital leadership is crucial in enhancing teachers’ innovation skills for sustainable technology integration, primarily by leveraging Professional Learning Communities (PLCs). As a result, principals must prioritize the creation of supportive learning environments and implement programs to foster teachers’ proficiency for sustainable technology integration. Additionally, teachers are encouraged to concentrate on communication, collaboration, and relationship-building with colleagues to exchange insights, address challenges, and devise solutions for integrating technology, thereby contributing to sustained school improvement efforts. Finally, this research provides insights for school leaders, policymakers, and educators, emphasizing the need to leverage PLCs to enhance teaching practices and student outcomes, particularly in sustainable technology integration.