Empowering the digital learner: Exploring the relationship between teacher support, autonomy in technology, and self‐efficacy in Chinese vocational colleges

Abstract In Chinese vocational colleges, students often avoid classroom challenges and lack persistent academic engagement. This was perceived as a deficiency in self‐efficacy and a need for greater teacher–student engagement. The rapid advancement of information technology in educational contexts indicates that the dynamics among teacher support, technological autonomy, and self‐efficacy will become crucial for learning outcomes. Hence, this study explored the relationship between teacher support and student self‐efficacy, focusing on the mediating role of student autonomy in technology. A questionnaire survey administered to 606 first‐year students was analyzed using Pearson's correlation coefficient and Process V3.3. The results showed that teacher support and student self‐efficacy were moderately positively correlated ( r = .464, p < .01). However, technological autonomy appeared to be significantly positively correlated with teacher support ( r = .368, p < .01) and self‐efficacy ( r = .515, p < .01). The results highlight the instrumental role of teacher support in enhancing student self‐efficacy and the important role of technological autonomy as a mediating factor. These findings confirm the need for continuing social support and interactive roles between teachers and students to enhance student self‐efficacy in higher education. Furthermore, technology should be leveraged to foster a conducive learning environment.