Teacher Training Management Guidelines for Improving Green IT Teaching Intention and Behavior

Abstract

AbstractThe study is positioned at the intersection of teaching, learning and Green Information Technology (Green IT) and would fall within the domain of science, technology, engineering and mathematics (STEM)/science, technology, engineering, arts and mathematics (STEAM) education. The study aims to address the real-world problem of schoolteachers’ and student schoolteachers’ unpreparedness to teach sustainability, which includes Green IT. In particular, the study addressed the lack of teacher training management guidelines for improving the Green IT teaching intention and behavior of student schoolteachers by building on prior empirical quantitative work. The study progressed prior structural equation modeling (SEM) with one-way analysis of variance (ANOVA). An original contribution to the Green IT and education fields was made through empirical evidence of the significant and relevant constructs and demographic variables influencing Green IT teaching intention and behavior, which is important for promoting, propagating and improving sustainability and the sustainable development goals (SDGs). Teacher training management guidelines were developed to provide teacher training management with valuable insight into the management and design of student teacher training and courses for improving student teachers’ Green IT competencies, teaching and teaching motivation.KeywordsEducationEnvironmental sustainabilityGreen computingGreen information technology (Green IT)Student teachersTeaching and learningTheory of reasoned action (TRA)Theory of planned behavior (TPB)