Technology literacy, self-directed learning readiness and innovative work behaviour: mediating role of knowledge sharing

Purpose – In the context of ongoing technological advancements, organizations are increasingly required to prioritize workforce adaptability and the development of relevant skill sets as foundational prerequisites for fostering innovation. Recent discourse has emphasized the critical role of digital competencies; especially, technology literacy and self-directed learning readiness as key facilitators of an employees’ innovative work behaviour. Extant literature affirms the contribution of such behaviour to organizational competitiveness and sustainability, primarily through the enhancement of employee capabilities. However, limited scholarly attention has been directed towards understanding how these digital competencies interact with knowledge sharing to reinforce innovative outcomes. This study aims to address this gap by examining the influence of technology literacy and self-directed learning readiness on innovative work behaviour, and by exploring the mediating role of knowledge sharing in these relationships. Design/methodology/approach – Data were collected from 247 employees through purposive sampling and analyzed using partial least squares structural equation modeling (PLS-SEM). Findings – Self-directed learning readiness was found to be a strong predictor of innovative work behaviour. Furthermore, while technology literacy exhibited a significant direct effect on innovative work behaviour, this relationship was not mediated by knowledge sharing. In contrast, knowledge sharing was found to partially mediate the association between self-directed learning readiness and innovative work behaviour. Implications – This study offers a valuable theoretical contribution by integrating self-directed learning readiness, technology literacy and knowledge sharing into a cohesive framework for understanding innovative work behaviour. It challenges conventional assumptions by emphasizing the interplay between individual learning capacity and collaborative exchange as key drivers of innovation in digital settings. From a practical perspective, the findings provide organizations with actionable strategies to foster innovation, such as developing continuous learning systems, aligning technology training with strategic goals and embedding knowledge sharing into daily work routines. Originality/value – This study introduces a novel research direction that explores the interplay between technology literacy and self-directed learning readiness in fostering workforce innovation. It offers valuable insights for organizations aiming to enhance continuous learning and innovation capabilities. Moreover, the study advances theoretical understanding by highlighting the mediating role of knowledge sharing in the relationships between technology literacy, self-directed learning readiness and innovative work behaviour.