Investigating the Antecedents to Teaching Green Information Technology (Green IT): A Survey of Student Teachers in Swaziland

Abstract

There is abundant scientific evidence that the natural environment, on which we are completely dependent for life, is degrading and depleting to the extent that our medium- to long-term well-being and existence is under threat. It is also clear that IT is contributing to this degradation and depletion, which requires that Green IT practices be an imperative. Since Green IT practices are often not common sense, it is vital that these Green IT practices are taught to others, and teachers typically have the skills and opportunities to teach many people. This demonstrates the relevance and significance of the study. The research problem is the lack of research addressing the theoretical antecedents to teaching Green IT, which are considered vital for understanding how to improve student teachers' intention to teach Green IT and their resultant teaching of Green IT. The study addressed this research problem by surveying student teachers using a quantitative questionnaire at three teacher training institutions in Swaziland, Africa. The resultant data was analysed using structural equation modeling (SEM) based on an a priori set of antecedents and their hypothesized relationships from the literature. The findings indicate that the most beneficial allocation of time and resources would be to enhance the student teachers’ level of awareness, perceived behavioural control and person-related beliefs to positively influence their intention to teach Green IT, and consequently, their actual behaviour of teaching Green IT.