Enhancing Knowledge Sharing in Vocational Education: The Roles of Organizational Support, Reverse Mentoring, and Digital Competence

Abstract

This study examines the influence of organizational support and reverse mentoring on knowledge sharing among middle management employees in vocational education, with a focus on the mediating roles of digital competence, psychological safety, and self-efficacy. Grounded in Social Exchange Theory and Social Learning Theory, the study addresses gaps in existing literature that often examine these variables in isolation rather than within an integrated framework. A quantitative cross-sectional design was employed, and data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that organizational support and reverse mentoring significantly enhance knowledge-sharing behavior both directly and indirectly through digital competence, psychological safety, and self-efficacy. Digital competence emerged as a critical capability for facilitating knowledge exchange, while psychological safety and self-efficacy strengthened employees’ confidence and openness in sharing knowledge. The study contributes to achieving Sustainable Development Goal (SDG) 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth) by emphasizing the importance of digital skills development and supportive organizational environments in vocational education. The findings suggest that institutions should adopt holistic strategies integrating technological, relational, and psychological factors to foster sustainable knowledge-sharing practices.