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Predicting Teacher’s Information and Communication Technology-Enabled Education for Sustainability Self-Efficacy

Author

Listed:
  • Munirah Ghazali

    (School of Educational Studies, Universiti Sains Malaysia, Penang 11800, Malaysia
    School of Education and Human Sciences, Albukhary International University, Alor Setar 05200, Malaysia)

  • Vassilios Makrakis

    (School of Education and Social Sciences, Frederick University, Y. Frederickou 7, Nicosia 1036, Cyprus)

  • Nelly Kostoulas-Makrakis

    (Department of Primary Education, Faculty of Education, University of Crete, 74100 Rethymnon, Greece)

  • Nooraida Yakob

    (School of Educational Studies, Universiti Sains Malaysia, Penang 11800, Malaysia)

  • Rabiatul Adawiah Ahmad Rashid

    (School of Educational Studies, Universiti Sains Malaysia, Penang 11800, Malaysia)

  • Widad Othman

    (Faculty of Education, Open University Malaysia, Petaling Jaya 47301, Malaysia)

  • Nanung Agus Fitriyanto

    (Faculty of Sciences, Gadjah Mada University, Bulaksumur, Daerah Istimewa, Yogyakarta 55281, Indonesia)

Abstract

This study focused on the development of a teacher self-efficacy measurement addressing the contextualization of information and communication technologies (ICTs) with education for sustainability (EfS) using principal component analysis. Furthermore, this study, with the participation of 1815 teachers, examined the predictive value of some hypothesized predictors of the ICTeEfS self-efficacy construct such as gender, school setting, years of teaching, knowledge of education for sustainability, knowledge of ICTs, and experience in using ICTs to support the integration of education for sustainability in teaching and school curricula using multiple regression analysis. The research results revealed that gender did not explain any statistically significant variance of teachers’ ICTeEfS self-efficacy; contrary to this, teachers possessing a high level of knowledge on issues about sustainability and ICT competence explained most of the extracted variance. However, a gap remains in utilizing these skills pedagogically. This study also discusses the varying levels of self-efficacy among teachers based on their workplace location, finding that urban teachers demonstrate higher self-efficacy compared to their rural counterparts. This could be attributed to the disparities in resources and support systems, thereby affecting their capacity to employ ICT in EfS effectively. It was also found that novice teachers exhibited higher predictive power to ICTeEfS self-efficacy, possibly due to their recent exposure to ICT training. This study assumes that a profound understanding of EfS, coupled with ICT tools, bolsters the creation of contextualized curricula and enriches the teaching and learning experience towards sustainability.

Suggested Citation

  • Munirah Ghazali & Vassilios Makrakis & Nelly Kostoulas-Makrakis & Nooraida Yakob & Rabiatul Adawiah Ahmad Rashid & Widad Othman & Nanung Agus Fitriyanto, 2024. "Predicting Teacher’s Information and Communication Technology-Enabled Education for Sustainability Self-Efficacy," Sustainability, MDPI, vol. 16(13), pages 1-13, June.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:13:p:5323-:d:1420177
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    References listed on IDEAS

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    1. Eundeok Kim & Terry Coonan, 2023. "Advancing Sustainability Education through a Cross-Disciplinary Online Course: Sustainability and Human Rights in the Business World," Sustainability, MDPI, vol. 15(6), pages 1-21, March.
    2. Katerina Zdravkova, 2023. "Personalized Education for Sustainable Development," Sustainability, MDPI, vol. 15(8), pages 1-13, April.
    3. Zhencheng Fan & Zheng Yan & Shiping Wen, 2023. "Deep Learning and Artificial Intelligence in Sustainability: A Review of SDGs, Renewable Energy, and Environmental Health," Sustainability, MDPI, vol. 15(18), pages 1-20, September.
    4. Suqi Li & Yuxuan Liu & Yu-Sheng Su, 2022. "Differential Analysis of Teachers’ Technological Pedagogical Content Knowledge (TPACK) Abilities According to Teaching Stages and Educational Levels," Sustainability, MDPI, vol. 14(12), pages 1-15, June.
    5. Rikito Hori & Makoto Fujii, 2021. "Impact of Using ICT for Learning Purposes on Self-Efficacy and Persistence: Evidence from Pisa 2018," Sustainability, MDPI, vol. 13(11), pages 1-12, June.
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