How Digital Technologies Influence Collaborative Educational Performance: Evidence from Teaching Innovation Teams in Chinese Higher Vocational Colleges

Guided by Organizational Information Processing Theory, the dataset was empirically analyzed using Smart PLS software via the Partial Least Squares Structural Equation Modeling (PLS-SEM) method, aiming to reveal the correlation mechanism between team digital capabilities and collaborative educational performance.The dataset covers four core variable types for empirical testing: independent variable (digital capabilities of higher vocational college teaching innovation teams), dependent variable (collaborative educational performance), mediating variable (knowledge integration), and moderating variables (digital trust and knowledge inertia).

All data items are designed to test the direct, indirect, and boundary moderating relationships among the above variables, supporting the empirical verification of the research’s hypothetical model.Data analysis outputs present clear empirical associations of the research variables. Specifically, the digital capabilities of the surveyed teaching innovation teams have a significant positive direct impact on collaborative educational performance.