Digital capabilities and coffee cooperative productivity in Uganda: the mediating role of action learning

Purpose This study aims to examine the mediating role of action learning in the relationship between digital capabilities and the productivity of coffee cooperatives in Uganda. Design/methodology/approach A cross-sectional survey design, using predominantly quantitative methods, was used. Data were collected from 222 managing directors of coffee cooperatives using structured questionnaires based on a five-point Likert scale. The data were analyzed using correlation, regression and mediation techniques to test the hypothesized relationships. Findings Correlation results indicate that digital capabilities are positively and significantly associated with both action learning (r = 0.262, p < 0.01) and cooperative productivity (r = 0.503, p < 0.01). Action learning is also positively related to productivity (r = 0.353, p < 0.01). Regression analysis reveals that digital capabilities significantly predict productivity (β = 0.503, p < 0.01) and action learning (β = 0.262, p < 0.01), while action learning also significantly predicts productivity (β = 0.353, p < 0.01). Mediation analysis confirms a significant indirect effect (a × b = 0.092, p < 0.01), with the direct effect remaining significant (β = 0.287, p < 0.01), indicating partial mediation. Research limitations/implications The findings suggest that productivity gains from digital capabilities depend on action-oriented learning processes that translate digital knowledge into practice, thereby extending dynamic capabilities theory in agricultural contexts. Originality/value This study advances an integrative framework linking digital capabilities, action learning and productivity, demonstrating that digital investments yield outcomes when embedded within experiential learning processes in resource-constrained cooperative environments.