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In today’s era, a country’s economy and society are continuously improved by entrepreneurship that utilizes digital technology. The current study, conducted among university students in Pakistan, examines the roles of digital aspects in moving toward digital innovation (DI) and digital entrepreneurship (DE).

The study is based on quantitative and cross-sectional data. A survey questionnaire was used to obtain responses from respondents recruited through the convenience sampling technique.

The results from structural equation modeling (SEM) analysis suggest significant effects of technology orientation (TO), entrepreneurial orientation (EO), and DI on DE. The impact of DI on DE is also significant. On the other hand, digital technology self-efficacy (DTSE) is not found to be a significant predictor of DI and DE. Moreover, DI is found to be a significant mediator, which mediates the relationships of TO and EO with DE. On the contrary, DI did not mediate the significant relationship between DTSE and DE.

The study’s findings would benefit policymakers and planners in developing policies to encourage the usage of digital technologies to provide solutions in entrepreneurship. The findings also support promoting DE to tackle business challenges and achieve organizational and academic goals.

The study emphasizes the roles of digital technology, innovation, and entrepreneurship in a developing context.

The purpose of this paper is to analyze the influence of teacher leadership on the enactment of educational reforms in southeastern China. It considers how the work of middle and teacher leaders in schools is structured to support reform enactment at the school level.

The research was conducted in three case study sites in one school district in Shenzhen, China. Low, moderate and high academic achieving schools which had engaged teacher leaders in instructional reforms were selected. A combined total of 34 senior, middle and teacher leaders participated in semi-structured interviews, which were analyzed through a comparative coding process.

Across the three schools, teacher leaders without positional authority strongly influenced the instructional reforms. Their influence was strongest when bolstered by a combination of formal recognition systems, opportunities to lead projects that were directly related to the reform efforts, and mentorship systems that skilled novice teachers in reform-related skills and experienced teachers in leading reform enactment. Mechanisms and structures embedded in schools, when coherently focused on selected reforms, supported the efficacy of teachers without formal authority. And, middle leaders’ impact was enhanced when working collaboratively with formal and teacher leaders.

This research yields insight on teacher leaders’ influence of reform. It considers how the work of middle and teacher leaders can be structured as a collective that impacts on reform enactment at the school level. And, it illuminates teacher leadership in a Chinese context other than the scrutinized Shanghai school system.