Empowering Sustainable Education: A Study on Resource Integration Capability and Cross-Border EdTech Entrepreneurship of Globally Mobile Talent

As a sustainability-oriented mode of education, cross-border digital education has distinct advantages, including a low carbon footprint associated with decreased student and staff commute times and expanded accessibility for disadvantaged learners. However, the intrinsic mechanisms by which globally mobile talent, including international students and transnational professionals, utilize their global skills and networks to create sustainable EdTech entrepreneurial initiatives need further investigation. Based on dynamic capability theory and resource orchestration logic, this study examines how human and social capital shape entrepreneurial engagement through resource integration capability (RIC) via PLS-SEM analysis of data collected from 318 transnationally mobile actors. The study finds that neither form of capital has a direct association on entrepreneurial entry; instead, both are associated with entrepreneurial entry indirectly through RIC, allowing mobile talent to combine and allocate knowledge, networks, and digital technologies across institutional and cultural boundaries. The study examines how cross-border EdTech entrepreneurship works towards creating inclusive and equitable quality education, as well as global partnerships, through scalable, adaptable, and low-carbon educational services, while meeting objectives 4 and 17 of the UN Sustainable Development Goals. This study reveals the transformation process centered around RIC, highlighting the need to create innovative ecosystems that transition from talent attraction to talent empowerment. The findings underline the importance of RIC in translating global mobility into sustainable digital education solutions.