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From the perspective of the theory of planned behavior: how perceived school support and digital teaching efficacy influence digital teaching behavior

Crossref DOI link: https://doi.org/10.1007/s10639-025-13703-5

Published Online: 2025-08-29

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Chen, Lihong https://orcid.org/0009-0001-4246-7747
Chang, Yulin

Li, Cheng

Yang, Juhua
License Information

Text and Data Mining valid from 2025-08-29

Version of Record valid from 2025-08-29
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Article History

Received: 6 November 2024

Accepted: 4 July 2025

First Online: 29 August 2025

Declarations

:

: The content presented in this research is original and was not generated using any large language models. The authors of this research take full responsibility for the content of the article and agree to receive feedback, evaluations, and edits from the editors.

: This study did not receive any self-help from any fund. The authors declare that they have no conflict of interest.

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