Purpose This paper aims to explore the link between organizational learning capabilities and organizational citizenship behavior within the context of education technology (EdTech) sector, which comprises organizations providing technology enabled learning solutions, in India, a developing nation. It seeks to understand how the learning capabilities influence employees’ extra-role behaviors. Design/methodology/approach This research uses a quantitative approach, utilizing cross-sectional method. The data is collected via questionnaire from employees across various EdTech firms in India. A total of 500 complete responses are analyzed using PLS-SEM technique to identify and assess the relationship between the variables. Findings The outcomes reveal that organizational learning capabilities (OLC) significantly influence organizational citizenship behavior (OCB) among employees in EdTech sector in India. This suggests that organizations that foster learning and development tend to benefit from employees who exhibit behaviors beyond their formal job responsibilities. Practical implications For practitioners in the EdTech sector, the findings underscore the importance of investing in organizational learning initiatives to foster a supportive work environment that encourages citizenship behaviors. By enhancing learning capabilities, organizations can potentially improve OCB. Originality/value This study contributes to the literature by empirically examining the relationship between OLC and OCB within the rapidly growing EdTech sector in an emerging economy like India, an under-researched context. By integrating social exchange theory and job demands–resources (JD-R) theory, it provides a theoretical explanation of how learning-oriented environments foster extra-role behaviors. It offers valuable insights to scholars and practitioners in extending the empirical knowledge on learning−behavior correlation in diverse sectoral and national contexts.
Goel et al. (Sat,) studied this question.