The relationship between faculty members’ perceptions of technology leadership and their technology integration into higher education—Evidence from China

Abstract In the era of digital education, enhancing faculty members’ technology integration has become a primary concern in higher education. This study aimed to examine the relationship between faculty members’ perceptions of their deans’ technology leadership practices and their integration of technology into teaching. An online survey was conducted among faculty members of second‐level colleges within higher education institutions in Wenzhou, China, ensuring a diverse and representative sample. A further sample of eight faculty members was then interviewed to supplement the findings from the survey, and to enable a deeper exploration of the underlying interactive mechanism concerning leadership practices and faculty members’ technology integration competency. The results revealed a significant correlation between various dimensions of faculty members’ perception of deans’ technology leadership and their technology integration, as well as pinpointing specific areas where deans’ leadership practices could be enhanced, including modelling citizen behaviours, strategic planning, policy orientation, feedback input, professional development and resource support relating to professional growth. These findings contribute to a deeper understanding of how leadership practices can shape the technological development within educational institutions, offering valuable insights for academic leaders and providing a foundation for future studies on technology integration in higher education.