Sustainable technology is a rather new subject in sustainability which is paying academics' attention recently. This article provides a bibliometric review of sustainable technology studies in the sustainability area. Data from the Web of Science (WoS), database relating to 1122 publications available between 1970 and 2019 is used. Numerous bibliometric methods are used to do this indication. The VOSviewer software is used to graph the bibliographic documents. The findings revealed that publications around this area have been enhanced considerably in the last decade and the USA is the most dominant country. Furthermore, the co-citation network of references revealed five clusters; the competitive advantage of environmental innovation, the development of sustainable technologies, environmental policy tools, undesirable output solutions, and innovative environmental activities.

PurposeThis study aims to explore the evolutionary trajectories of technological innovation using 1,361 documents to determine the most cited documents, influential authors, prominent journals and leading countries in the field of technological innovation research.Design/methodology/approachIn this paper, the intellectual structure of technological innovation literature was studied using bibliometric co-occurrence and co-citation analyses. The authors focused on the 1,361 documents in this research stream published between 1961 and 2019.FindingsThe findings show that researchers do not appropriately draw on theoretical perspectives external to the field to study different dimensions of technological innovation. This study reveals six distinct areas within the literature: sources of innovation, environmental innovation and technological innovation, investment, economic growth of countries, technological innovation systems for sustainable development, innovation system, research and development and competitiveness.Originality/valueThis study investigates the foundations of the conception, themes and research communities within the technological innovation domain. This paper found strong evidence that technological innovation is one of the keys to the research area in innovation studies.

Despite e-learning's rapid growth and significant benefits, especially during the CO-VID-19 pandemic, retaining students in this educational environment is a critical challenge in the post-corona era. Therefore, our research was conducted to explore how we can promote the continuance use of e-learning (CUEL) platforms. More specifically, this study examines how identity, inertia, and computer self-efficacy affect CUEL. Data were collected from 384 users and provided support for the model. The results indicated that social identity, relational identity, and inertia are critical determinants of CUEL. Furthermore, inertia mediates the relation between social identity and CUEL. In addition, we found that computer self-efficacy moderates the relation of inertia and relational identity with CUEL, but its moderating effect on the influence of social identity and CUEL is not supported. Finally, the theoretical and practical implications of this study are discussed.

Over the last decades, using e-learning systems as an alternative format of education for traditional classroom has been growing in higher education and due to COVID-19 pandemic, this transition has been unprecedently accelerated. Although there is a large body of research on e-learning, little is known about the extent to which innovative and continuous use of e-learning systems can be influenced by students’ social and motivational factors especially their relational identity and autotelic experience. This study collected data from 400 higher education students through a survey to explore the role of students’ relational identity and autotelic experiences regarding their innovative and continuous use of e-learning systems while considering the mediating role of students’ perception of relatedness. Collected data were analyzed using the structural equation modeling method. The results showed that students' relational identity and autotelic experience significantly influence the innovative and continuous use of e-learning. The results showed that relational identity and autotelic experience positivly associatewith innovative (β = 0.190, t = 3.544; β = 0.405, t = 7.973) and continuous use of e-learning (β = 0.188, t = 3.115; β = 0.344, t = 7.459) and relatedness plays a moderating role between relational identity and continuous use (β = 0.194, t = 4.500, p = 0.000). Relatedness weakens the relationship between relational identity and innovative use of e-learning. However, it reinforces the relationship between relational identity and the continuous use of e-learning. It was found that relatedness strengthens the relationship between autotelic experience with innovative and continuous use of e-learning. The results of this study provide evidence of how students’ social and motivational factors can influence their approaches to the innovative and continuous use of e-learning systems. We discuss these results and provide agenda for future practical and professional work.

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