Abstract

This research explores the relationships between Enterprise Content Management (ECM), Educational Content Practices (ECP), Institutional Support (IS), and 4C core literacy in the academic environment. A quantitative research approach was applied to gather data from 586 undergraduates in Nanyang, China, which was then examined using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). The measurement model had high reliability and validity (Cronbach's α = 0.923; CFI = 0.942; RMSEA = 0.048). The structural results indicate that ECM significantly influences both ECP (β = 0.615, p < 0.001) and 4C core literacy (β = 0.642, p < 0.001). ECP has the greatest direct impact on 4C competencies (β = 0.703, p < 0.001) and partially mediate the effects of ECM on 4C core literacy. Institutional Support plays an important moderating role for ECM, ECP, and 4C. The results confirm a "Digital System-Pedagogical Practice-Institutional Support" pathway and build on Resource-Based View and constructivist learning theory in the realm of digital transformation in tertiary education.

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