ENHANCING PRIMARY SCHOOL SCIENCE TEACHERS' CONFIDENCE IN GREEN TECHNOLOGY: AN INTERPRETIVE STRUCTURAL MODELLING APPROACH

Abstract

This study aims to evaluate methods for nurturing primary science educators' assurance in imparting green technologies using Interpretive Structural Modelling (ISM) and MICMAC analysis. The research identifies aspects influencing teachers' confidence, finding that professional growth and training presents the strongest motivator. Supplying instructional aids, peer interconnection, and incorporation into the syllabus also contribute significantly. MICMAC analysis clusters variables into autonomous, reliant, linking, and independent factors, bringing out the interaction between them. Results underscore the importance of regular training, availability of resources, and collaborative approaches to constructing teachers’ trust in green technology. These findings carry important implications for policymakers and school administrators in designing professional development initiatives and structured support to enhance the effectiveness of green technology-based instruction. The proposed framework supplies a systematic way for policymakers and instructors to cultivate environmental awareness among learners. Future work should examine this model's adaptability in diverse learning settings and evaluate its long-term impact on both students and educators.