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Introduction: While teacher collaboration is widely recognized as a driver of educational reform, the specific mechanisms by which it translates into individual technology adoption remain underexplored. This study addresses this gap by constructing a theoretical framework that synthesizes Communities of Practice and Social Cognitive Theory, focusing on how social interactions are internalized as psychological resources. Methods: = 38,747), we employed Partial Least Squares Structural Equation Modeling (PLS-SEM) to test a chain mediation model. The analysis examined the interplay between teacher collaboration, school climate, and teacher self-efficacy as predictors of instructional technology adoption. Results: The results reveal a complementary partial mediation mechanism. Specifically, teacher collaboration is associated with technology adoption not only directly by facilitating resource exchange but also through three distinct indirect pathways: (1) an environmental pathway mediated by school climate; (2) a psychological pathway mediated by teacher self-efficacy; and (3) a serial pathway where school climate enhances self-efficacy. These findings delineate a consistent mechanism of socialization, internalization, and externalization, underscoring that internal psychological states are significantly linked to the perceived control over both internal and external factors. Discussion: The results validate an integrated Social-Cognitive Integration Framework, clarifying how social interactions translate into individual behavioral change. The mediation effect highlights that school climate and self-efficacy serve as the fundamental pillars promoting technology adoption. Implications suggest that university-based teacher education should prioritize collaborative competencies to build preservice teachers' psychological resilience, while the school administrators must cultivate "psychologically safe" environments to sustain the vitality of digital transformation.
Liu et al. (Mon,) studied this question.