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<p style='text-indent:20px;'>The importance of knowledge and technology is self-evident, especially the core technology of key nodes in the industrial chain, which will change the country's status in the supply chain, and even the national economic security. This scenario has led to a global non-cooperative innovation competition. In order to ensure the safety of local industrial chain and shorten the technological distance with developed countries, emerging economies can adopt imitative innovation by observing the core technologies from developed countries, or choose independent innovation strategy. How should emerging economies make the choice? We analyze this problem by establishing a dynamic non-cooperative technology development model. The research results show that when the innovation capacity gap between emerging economies and developed regions is large, the choice of imitation strategy is highly necessary. And when the gap is small, the independent innovation strategy can be selected. In addition, due to the existence of both domestic and foreign markets, developed countries can adopt strict policies to restrict the sale of products containing core technologies to overseas markets to limit the spillover of important technologies. We also consider the impact of policies that limit technology spillovers and show the impact of local market capacity in emerging economies.</p>

PurposeThe lockdown of schools to control the spread of Coronavirus Disease 2019 (COVID-19) has adversely affected elementary and secondary school students in China. However, little evidence is available that documents their perceptions toward the use of e-learning under the pandemic context. This study aims to explore (1) the underlying determinants influencing the students' intentions to continue e-learning and (2) the role that the COVID-19 pandemic plays in this decision. This study extends the expectation–confirmation model (ECM) through a mixed-methods study.Design/methodology/approachThis study uses a mixed-methods approach. Phase 1 draws conclusions and extracts significant elements related to e-learning during the pandemic by analyzing students' user reviews from platforms. Based on the findings, the authors identify the relevant variables and develop an extended ECM by integrating attitudes and the perceived threat of COVID-19. In Phase 2, the research model is empirically validated using data collected from 36,920 elementary and secondary school students in China. This study uses a mixed-methods approach. Phase 1 draws conclusions and extracts significant elements related to e-learning during the pandemic by analyzing students' user reviews from platforms. Based on the findings, the authors identify the relevant variables and develop an extended ECM by integrating attitudes and the perceived threat of COVID-19. In Phase 2, the research model is empirically validated using data collected from 36,920 elementary and secondary school students in China.FindingsIn Phase 1, the results reveal that students' most concern elements in the COVID-19 pandemic are user perceptions toward e-learning and threat perceptions of COVID-19. In Phase 2, the results reveal that perceived usefulness and attitude are the most significant factors in students' intention to continue. The perceived threat of COVID-19 indirectly influences their intention to continue.Originality/valueThe study extends the ECM with a mixed-methods study to understand students' perceptions toward e-learning during the COVID-19 pandemic. This study can be helpful in related studies in the context of COVID-19-related diseases or other novel scenarios.