The impact of information literacy and environmental factors on innovation performance in teacher education: the mediating role of quantity and quality oriented online knowledge sharing process.

This study, based on Biggs's Presage-Process-Product model, examined the direct and indirect paths of the relationship between information literacy, environmental factors, online knowledge sharing process, and innovation performance by using structural equation modeling (SEM) and correlational survey model. This study was conducted with a total of 503 pre-service teachers, of whom 302 were female and 201 were male. As a result, information acquisition, awareness, discrimination, application literacy, and environmental factors related to online learning platforms were found to positively predict innovation performance. Compared to information application literacy, information awareness and discrimination literacy had a more significant effect on innovation performance. In addition, environmental factors (such as peer and platform support) had a significant positive impact on innovation performance. Finally, when compared to the Qty-KSP (quantity-oriented online knowledge sharing process) variable, Qlty-KSP (quality-oriented online knowledge sharing process) was a stronger mediating variable and played a positive mediating role in the effect of information literacy and environmental factors on innovation performance. The findings highlighted the importance of pre-service teachers' innovation performance in promoting the sustainable development of higher education. This could be achieved by enhancing pre-service teachers' information literacy and ensuring the quality of the online learning process.