Knowledge sharing refers to the dissemination of task-related knowledge, experiential insights, skill sets, pedagogical approaches, innovative ideation, or implementing procedures to help others and to collaborate to solve problems (Yao et al., 2024). Knowledge sharing can take place through multiple modalities, encompassing the exchange of written information, engaging in face-to-face conversations, establishing networks with proficient experts, as well as the documentation, systematization, and preservation of knowledge to facilitate accessibility for others (Cummings, 2004; Im et al., 2023). It is observed that individuals who display a propensity toward knowledge sharing demonstrate a willingness to disseminate their expertise and insights among their colleagues. In practice, however, an issue that frequently arises is the reticence of numerous organizational members to impart their knowledge to their peers (Shi et al., 2023), and in some instances, even deliberately conceal or withhold valuable knowledge (Connelly et al., 2012). The complexity of knowledge sharing is amplified when it is linked with individual gains, particularly for limited resources such as students’ scholarships, honorary titles, and recommended postgraduate degree, leading to a substantial decline in the willingness of individuals to share (Davenport and Prusak, 1998). Therefore, it is imperative that research on knowledge sharing shifts its focus to the “human” element as the active participant in knowledge sharing initiatives. Previous research has revealed that individuals who possess proactive personality traits exhibit enhanced flexibility and are less constrained by environmental factors, which allows them to adapt quickly and influence environmental changes. Such individuals also excel in identifying opportunities, taking decisive action, and persisting until successful outcomes are achieved. Proactive personality traits have been shown to have a positive impact on individual career success, job satisfaction, organizational performance, and innovation behavior within organizations (Haynie et al., 2020). Individuals characterized by high levels of proactive personality also display a heightened degree of socialization, actively seek constructive feedback, engage in creative activities, and undertake more out-of-role behaviors by redefining work roles to enhance the value of their work (Crant, 2000). Based on the job demand-resource theory, individuals with a proactive personality exhibit a greater propensity for engaging in knowledge sharing during various learning activities, such as formulating learning plans, adjusting learning strategies, and accessing support resources. Students achieve the conversion of individual knowledge into organizational knowledge through various mechanisms including individual-level demonstration, group-level dialogue and communication, and overall level integration. Consequently, students’ knowledge sharing can be seen as an active process of resource exchange, encompassing both knowledge contribution and acquisition. Notably, students characterized by proactive personality traits demonstrate proficiency in both contributing their own knowledge and acquiring additional knowledge resources throughout this process. Accordingly, the following hypothesis was formulated:

The concept of “class climate” refers to the collective perceptions and experiences of students within a classroom setting regarding various aspects, including the fairness of grading practices, the level of support received from teachers and peers, the perceived cohesion among classmates, and the presence of competitive elements (Wang and Jiang, 2023; Koth et al., 2008; Thapa et al., 2013; Zullig et al., 2010). In the field of organizational psychology, class climate is considered to be influenced by organizational climate, which refers to how members of an organization subjectively perceive their organizational environment. An organizational environment that is characterized by innovation, fairness, and congeniality engender cultivate an climate that is open, tolerant, novel, and respectful, thereby facilitating active knowledge and skill exchange among its constituents. Individuals have varying inclinations to exert influence on their environment. The proactive personality, characterized by traits such as self-disclosure, heightened positive emotional states, adaptability in interpersonal interactions, and active communication and collaboration with others, has a beneficial impact on fostering a conducive class climate. Individuals with a proactive personality demonstrate greater initiative, adaptability to their surroundings, and exert a positive influence on their environment. Moreover, a number of empirical studies have revealed a strong relationship between organizational climate and the willingness to share knowledge (Chennamaneni et al., 2012). Jones (2022) delved into the intricate interplay between the working environment, organizational democracy, and the willingness to share knowledge. The research findings demonstrate that individuals within an organization exhibit the highest inclination for knowledge sharing when they are situated in a favorable working environment and are actively involved in organizational management (Jones, 2022). Similarly, the study of Hinds and Pfefer shows that when the organization is in an climate of high trust for individuals and organizations, the organization’s willingness to share knowledge is stronger (Hinds and Pfeffer, 2003). Accordingly, the following hypothesis was formulated:

The concept of learning engagement is transformed through work engagement, Schaufeli et al. (2002) extended the study of work engagement to students and expounded the concept of learning engagement. Schaufeli and Bakker (2004) describes learning engagement as a positive, fulfilling state of mind associated with learning, characterized by energy, dedication, and focus. To evaluate learning engagement within the context of higher education, Schaufeli et al. (2002) have developed a comprehensive scale that assesses three distinct dimensions: vigor, dedication, and absorption. Vigor is a construct that pertains to an individual’s ability to sustain high levels of energy and mental resilience while performing tasks, driven by a proactive disposition toward investing effort and demonstrating persistence in the face of adversities. Dedication can be defined as an intense involvement in one’s work, accompanied by a profound sense of significance, enthusiasm, inspiration, pride, and the desire to tackle challenges head-on. Finally, absorption is characterized by a state of complete concentration and joyful immersion in work tasks, wherein time seems to elapse rapidly, and one has difficulties detaching oneself from work (Schaufeli et al., 2006). These three dimensions comprehensively encompass all facets of learning engagement, including behavioral manifestations, emotional and affective aspects, as well as cognitive involvement, providing a holistic framework for assessing the learning engagement (Fredricks, 2016).

In general, individuals exhibiting high levels of learning engagement demonstrate greater willingness and positive behavior toward knowledge sharing. Specifically, one is that individuals will experience more positive emotions in learning engagement, which are considered an important driver of altruistic behavior. Second, individuals who display elevated levels of learning engagement are more likely to garner increased trust and support from teachers and classmates. This trust, in turn, facilitates opportunities for students to showcase their abilities, thereby driving participation in scientific research, learning cooperation, and innovative scientific pursuits (Zhang et al., 2023). Additionally, this group recognition also cultivates a sense of responsibility and mission among individuals, motivating them to contribute to the class and promote knowledge sharing. Third, when individuals exhibit highly engaged learning behavior, characterized by prolonged focus on the learning task and increased investment of resources, a notable enhancement in their learning role identity is observed. Based on role identity theory, individuals actively align their behavior with the requirements and expectations of their assigned roles, thereby demonstrating proactive learning behaviors that are consistent with their role cognition. Consequently, there is an increasing emphasis on collaborative learning strategies that promote innovative approaches to learning, particularly knowledge sharing, rather than the tendency to withhold or conceal knowledge. Furthermore, Rizzotto highlighted the sensitivity of students to the school climate, which not only influences their behavior and adaptation but also significantly impacts their learning outcomes (Rizzotto, 2022). Supporting this notion, Reyes et al. (2012) suggest that a high-quality classroom climate has a positive impact on students’ level of engagement in the learning process. Accordingly, the following hypothesis was formulated:

In summary, this study derives a theoretical framework for the impact of proactive personality on students’ knowledge sharing, with class climate and learning engagement as mediating variables (Figure 1).

In this study, a convenience sampling method was employed to recruit participants from two universities, North China University of Science and Technology and Tangshan College, both of which are located in Hebei province in northern China. The instructions and questionnaires were disseminated via an online platform known as “wenjuanxing”, which is a popular, powerful, and personalized questionnaire design system. Data collection spanned from December 27, 2023 to January 27, 2024. Prior to participation, all participants were informed of the aims, and measures were taken to ensure authenticity and anonymity. Hence, the information that could identify individual participants can’t be accessed. Upon agreement, participants gained access to the questionnaire filling interface by scanning a designated QR code and enabling them to indicate their responses by selecting their choices. Finally, 1,067 questionnaires were received, out of which 1,053 were deemed eligible based on inclusion criteria, resulting in an effective response rate of 98.7%. The data of this study are not openly available but can be made available by the corresponding author upon reasonable request.

The demographic profile of the participants revealed that 540 male respondents (51.3%) and 513 female respondents (48.7%) took part in the study. The distribution of academic year consisted of 596 freshmen (56.6%), 276 sophomores (26.2%), 129 juniors (12.3%), and 52 seniors (4.9%). With regards to their post-graduation plans, 658 students (62.5%) expressed their intent to pursue further studies, while 148 students (14.1%) planned to enter the workforce. Additionally, 25 students (2.4%) had alternative plans, and 222 students (21.1%) remained undecided about their future after graduation. Regarding academic performance, 51 participants (4.8%) demonstrated poor performance, 120 participants (11.4%) exhibited lower than average performance, 510 participants (48.4%) maintained an average level of performance, 276 participants (26.2%) showcased above-average performance, and 96 participants (9.1%) achieved good academic standing. Furthermore, 496 students (47.1%) had previous experience serving as class leaders or community leaders, while 557 students (52.9%) had not assumed such leadership roles.

The measurement system of this paper includes four scales: proactive personality scale, knowledge sharing scale, learning engagement scale and class climate scale. In order to ensure the reliability and validity of the scale, all measurement scales of the present study were adopted from previous studies.

The statistical analysis in this study was conducted using SPSS 22.0 and Mplus 8.3 software. First, descriptive statistics were carried out using SPSS to obtain the means and standard deviations for each dimension. Pearson correlation tests were subsequently employed to examine the interrelationships among the variables. The study then utilized structural equation modeling to explore the associations between the four variables of proactive personality, knowledge sharing behavior, class climate, and learning engagement. Finally, the bias-corrected non-parametric percentile Bootstrap method with 5000 random replicates was employed to determine the 95% confidence intervals. This approach facilitated an investigation of the chain intermediary role of class climate and learning engagement in the relationship between proactive personality and students’ knowledge sharing behavior.

Table 1 presents the results of descriptive statistics and correlation tests for the variables under investigation. Notably, proactive personality exhibited a significant and positive correlation with students’ Knowledge Sharing Behavior (r = 0.73, p < 0.01). Furthermore, students’ Knowledge Sharing Behavior demonstrated significant and positive correlations with both learning engagement (r = 0.59, p < 0.01) and class climate (r = 0.64, p < 0.01). These findings from the correlation tests provide support for the subsequent analysis of the structural equation model.

To test the impact of sustainable teaching innovation on graduate students’ creative thinking, a structural equation model was developed with good model fit (X2/df = 4.52, CFI = 0.907, TLI = 0.902, RMSEA = 0.058). The results of the structural equation model path analysis are presented in Figure 2. The findings demonstrate that proactive personality exhibited a significant and positive impact on class climate (β = 0.599, p < 0.05), learning engagement (β = 0.581, p < 0.05), and knowledge sharing (β = 0.594, p < 0.05). Furthermore, class climate (β = 0.306, p < 0.05) and learning engagement (β = 0.125, p < 0.05) were found to significantly and positively influence students’ knowledge sharing. Notably, class climate emerged as a significant and positive mediating variable for learning engagement (β = 0.246, p < 0.05), thus providing support for hypothesis H1. However, whether and to what extent the independent and chain mediating effects of class climate and learning engagement are true remains to be further explored.

To assess the potential mediating role of class climate and learning engagement, a bias-corrected non-parametric percentile Bootstrap method was employed (Wen et al., 2010). As illustrated in Table 2, the analysis revealed a total effect of 0.869 (Z > 1.96, 95% CI = [0.770, 0.973]) for Proactive personality on students’ knowledge sharing. Additionally, the total indirect effect was estimated to be 0.275 (Z > 1.96, 95% CI = [0.210, 0.346]). Consequently, the percentage of the overall indirect effect accounted for 31.6% of the total effect.

With respect to the influence of each mediating variable, our analysis revealed an indirect effect of 0.184 (p < 0.05, 95% CI = [0.141, 0.236]) for class climate and an indirect effect of 0.073 (p < 0.01, 95% CI = [0.034, 0.118]) for learning engagement. The chain mediating effect through class climate to learning engagement was estimated at 0.018 (p < 0.01, 95% CI = [0.008, 0.035]). Notably, the proportion of the total indirect effect attributed to class climate accounted for 21.2%, while the proportion for learning engagement stood at 8.4%. Additionally, the proportion of the indirect effect attributed to chain mediation was 2.1%. Overall, these findings provide support for hypotheses H2, H3, and H4, which propose the existence of mediating and chain mediating effects for class climate and learning engagement.

Proactive personality, as a positive personality trait, exhibits the capacity to positively forecast students’ propensity for knowledge sharing, thereby substantiating hypothesis 1. According to the active motivation model, the interplay between environmental factors and individual traits can influence an individual’s proactive motivation and behavior, with individuals possessing a high level of proactive personality being more prone to benefiting from environmental support (Parker et al., 2010). Previous research has consistently demonstrated that individuals exhibiting a high degree of proactive personality are more inclined to actively engage in and foster developmental endeavors, proactively prepare for the future, and assume greater responsibilities (Major et al., 2006). Furthermore, students possessing a high degree of proactive personality are more inclined to be positively influenced by environmental factors such as teacher autonomous support (Zheng et al., 2020). Consequently, they may experience reduced constraints from their environment and display greater adaptability and proactive utilization of available resources. Studies involving students have revealed the substantial impact of proactive personality on various out-of-role behaviors, including innovative behavior, learning engagement (Bao et al., 2022), and the promotion of knowledge sharing (Zhang and Yang, 2017). Consistent with the demand-resource theory of work, proactive personality as a work resource can help individuals achieve work goals and improve their in-role and out-of-role performance. Consequently, cultivating and exploring students’ proactive traits assumes great significance in fostering knowledge sharing, as well as personal and university knowledge management.

The findings of this study show that class climate plays an intermediary role between proactive personality and knowledge sharing behavior of college students, which verifies hypothesis 2. The class climate in this study can also be regarded as a specific and in-depth organizational climate. The organizational climate holds a significant sway over individuals’ subjective perception of the objective environment, as well as their attitudes and behaviors displayed within the organizational setting. Bock et al. (2005) assert that an organizational climate characterized by innovation, fairness, and affinity significantly enhances knowledge sharing among members. While an climate of initiative and mutual trust plays a crucial role in promoting knowledge sharing among individuals within an organization (Goh, 2002). Furthermore, individuals with high initiative exhibit strong self-disclosure, positive emotions, and effective interpersonal adaptation (Thompson, 2005), enabling them to establish close and harmonious relationships and foster trust and cooperation. Effective communication facilitates the exchange of work experience and professional knowledge, leading to the sharing of resources. In the context of higher education institutions, the class serves as a one of the most frequent venues for student communication. A favorable class environment offers students a heightened sense of autonomy and fosters a positive and nurturing climate, thereby facilitating deepened communication, mutual learning, collaborative growth, and increased opportunities for knowledge sharing among students.

The findings of this study demonstrate that learning engagement serves as a mediating variable between proactive personality and knowledge sharing behavior among students, which verifies hypothesis 3. It is evident that the proactive personality has a multifaceted influence on students’ knowledge sharing behavior. Specifically, it not only impacts their knowledge sharing behavior through the class climate but also influences knowledge sharing behavior through the intermediary mechanism of learning engagement. The observed positive relationship between proactive personality and learning engagement in this study aligns with the findings of prior research (Zhang and Yang, 2017). Furthermore, it is noteworthy that learning engagement further facilitate the individual’s knowledge sharing behavior. The mediating role of learning engagement between proactive personality and students’ knowledge sharing can be attributed to two underlying factors. Firstly, individuals with proactive personality traits demonstrate active self-motivation to invest in learning resources. Knowledge sharing, as a positive learning strategy, promotes collaboration, effective problem-solving, and prevents the loss of valuable learning resources. The Conservation of Resources theory (COR) (Hobfoll, 1989) emphasizes that individuals can only prevent resource loss by investing the necessary internal resources (Fan et al., 2020). Hence, students must take the initiative to invest resources in order to cope with academic pressure and mitigate the risk of resource loss. Evidently, individual learning investment encompasses a substantial initiative component. Proactive personality, serving as a favorable trait, acts as the catalyst propelling individual initiative. For instance, individuals with high levels of proactive personality proactively influence their environment and actively overcome obstacles to acquire additional resources for problem-solving (Bateman and Crant, 1993). Research in the field of learning further reveals that individuals exhibiting high levels of initiative display more active learning behaviors and exhibit heightened engagement in the learning process (Dong and Liu, 2016). Secondly, individuals possessing elevated levels of proactive personality traits exhibit a proclivity to leverage diverse channels for the purpose of exhibiting their aptitudes. Increased learning investment enhances individuals’ identification with their learning roles, predisposing them to demonstrate their competencies within the academic domain. Academic prowess is primarily demonstrated through the exhibition of scholarly achievements and the dissemination of knowledge. Within this context, knowledge sharing plays a pivotal role as the preferred avenue for proactive individuals to exhibit their competencies. Accordingly, students that display high levels of proactive personality evince a heightened inclination toward and enhanced enthusiasm and conduct with regards to the dissemination of knowledge.

Class climate and learning engagement play a chain mediating role in the influence of proactive personality on knowledge sharing behavior of college students, the hypothesis 4 held true. That is, class climate has a dual influence on students’ knowledge sharing behavior. On the one hand, it serves as a direct predictor of knowledge sharing behavior. On the other hand, it indirectly promotes knowledge sharing behavior by enhancing students’ learning engagement. Drawing from the conformity theory in social psychology, class members’ perception of the class climate, encompassing fairness, support, cohesion, and healthy competition, can elicit a conformity effect, ultimately heightening students’ level of learning engagement. Students characterized by proactive personality traits possess the capacity to enhance their level of learning involvement within a positive class climate. These proactive individuals not only actively participate in learning activities but also contribute to the enhancement of the class climate through proactive knowledge sharing.

As the core link of school knowledge management, knowledge sharing is the key to realize the accumulation and innovation of school knowledge resources, reduce students’ learning pressure and improve college students’ professional ability. The act of knowledge sharing fundamentally represents individuals’ active engagement in applying their knowledge. Thus, investigations into knowledge sharing must consider the subjective factors of individuals. The originality of this study stems from its focus on proactive personality as a driver of knowledge sharing, combined with the novel exploration of the mediating effects of class climate and learning engagement. While previous research has investigated how personality traits affect knowledge sharing, studies rarely consider the role of the classroom environment and students’ emotional and behavioral engagement in this process. By integrating these three key variables-proactive personality, class climate, and learning engagement-this research offers a unique perspective on the factors that contribute to students’ willingness and ability to share knowledge. Compared to other studies in the field, this study stands out in its conceptual framework and the emphasis on classroom dynamics. It extends existing theories by suggesting that the influence of personality on knowledge sharing is not direct, but is mediated through the students’ interaction with their learning environment and their engagement in the learning process. This multi-dimensional view adds depth to the existing literature on knowledge sharing in educational contexts. This study holds substantial theoretical and practical implications, thereby warranting its significance.

This work provides empirical evidence for the role of proactive personality in promoting knowledge sharing, while also demonstrating that fostering a proactive personality among students, along with creating a positive class climate and encouraging learning engagement, can be an effective strategy for promoting knowledge sharing in educational settings. In educational practice, ways of implementation, types of activities, involvement of educational support services are the key factors that affect educational effects and learning outcomes. First, universities must recognize that cultivating a proactive personality is an important asset to students’ individual learning. Encouraging students to actively seek knowledge and share learning experiences can enhance their learning experience. For example, universities can hold regular seminars to help students recognize and develop proactive behaviors; Establish mentoring programs that encourage students to take the initiative to help their peers, thereby creating a collaborative and win-win learning environment. Secondly, this study finds that a good class atmosphere is an important factor affecting college students’ knowledge sharing. The more positive the classroom atmosphere, the higher the level of knowledge sharing among students. Therefore, colleges and universities should be committed to creating a positive classroom culture and a good learning atmosphere. At the same time, universities should also provide timely positive feedback and incentives to students who exhibit positive learning behaviors, while providing appropriate guidance to help them build a healthy and positive academic outlook and sense of accomplishment. In terms of the types of activities, universities can regularly organize thematic group discussions and debates to further promote the formation of a cooperative learning atmosphere. Inquiry-based learning (IBL) is a learning method that emphasizes students’ autonomous questioning and independent research, which directly relies on students’ initiative. IBL not only encourages independent learning, but also provides students with rich opportunities for knowledge sharing and collaborative exchange. Educational support services play a vital role in promoting the development of students’ proactive personality traits and creating an environment for knowledge sharing. Through personalized counseling and mentoring programs, students are able to receive targeted guidance that encourages them to develop a proactive mindset. For example, tutors can help students set learning goals, develop learning plans, and provide effective learning management strategies. In addition, investing in the professional development of educators and upgrading the teaching skills of teachers can help them create a more positive classroom atmosphere and promote student engagement in learning. Teachers are specifically trained to identify and foster proactive behavior in students, thereby creating a learning environment that encourages students to actively participate and share knowledge. At the same time, universities can work with architectural design experts to design learning Spaces that meet modern teaching needs, such as interactive learning centers or collaborative learning areas, which can facilitate informal interaction and knowledge exchange among students. Finally, student support services, such as academic counseling and team activities, also help ensure that students are actively involved in the academic journey. Providing extra-curricular activities related to learning not only increases student engagement, but also builds a vibrant and supportive learning community for students. Through the above measures, universities can effectively enhance students’ learning enthusiasm, cooperation awareness and knowledge sharing ability, thus promoting the overall improvement of education quality. Specifically, in the ways of implementation.

This study has certain limitations that future research should address. Due to the limitation of research resources, this study issued questionnaires through the Questionnaire Star network, which could not completely select survey objects according to the research design, and the categories of survey objects were not comprehensive enough. In addition, a limiting factor is the lack of information about the distribution of students in different disciplines or majors. This information can be an important issue because students’ perceptions and attitudes can vary by subject or specialty. Another limitation is that college students have not yet achieved complete independence. This study does not involve material/conditional resources in the COR theory, but it should not be ignored that they still live in the family, social, and learning environment. Follow-up studies and comprehensive studies can be used to further investigate these issues in the future.