Investigating the Antecedents to Teaching Green Information Technology (Green IT): A Survey of Student Teachers in Swaziland R.N. Dlamini School of Computing University of South Africa (Unisa) Florida, South Africa 43572774@mylife.unisa.ac.za G.R. Howard School of Computing University of South Africa (Unisa) Florida, South Africa howargr@unisa.ac.za 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. CCS CONCEPTS  Social and professional topics → Sustainability; Adult education 1 Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from Permissions@acm.org. SAICSIT '18, September 26–28, 2018, Port Elizabeth, South Africa © 2018 Copyright is held by the owner/author(s). Publication rights licensed to ACM. ACM ISBN 978-1-4503-6647-2/18/09…$15.00 https://doi.org/10.1145/3278681.3278695 KEYWORDS Green Computing, Green Information Technology (Green IT), Green Information Systems (Green IS), education and teaching, environmental sustainability, structural equation modeling (SEM), student teachers, theory of reasoned action (TRA), theory of planned behaviour (TPB) ACM Reference format: Ricky Nhlanhla Dlamini and Grant Royd Howard. 2018. Investigating the antecedents to teaching Green Information Technology (Green IT): A survey of student teachers in Swaziland. In Proceedings of the South African Institute of Computer Scientists and Information Technologists (SAICSIT '18). ACM, New York, NY, USA, 10 pages. DOI: https://doi.org/10.1145/3278681.3278695 1 INTRODUCTION The natural environment is important because human life relies on it for existence [48]. However, the natural environment is rapidly degrading and depleting, which is considered life- threatening to all people in all parts of the world [23]. In response to the degradation, environmental sustainability has become a priority to protect the environment [16]. In relation, the term “Green” refers to many endeavours that aim to protect the environment [33]. The literature discloses that Information Technology (IT) also contributes to environmental degradation [70]. This occurs throughout the IT lifecycle, comprising production, usage and disposal, which produce harmful carbon emissions and e-waste [54]. Consequently, the concept of Green IT emerged to addresses these negative effects on the environment [17]. Notably, the concepts of Green ICT, Green computing and sustainable IT are regarded as conceptually equivalent to the concept of Green IT. Thus, the term Green IT is used in this study, but it appropriately refers to all of these concepts. The main goals of Green IT are the reduction of carbon dioxide emissions, which contribute to climate change and global warming and the reduction of electronic waste (e-waste) [22, 54], which contain hazardous substances including selenium and cadmium [5]. Nevertheless, Green IT practices are often not common sense and so it is vital that Green IT practices are taught to others. Teachers, typically, have the skills and opportunities to influence the behaviour of the many pupils they teach throughout their 108