THE ACCEPTANCE LEVEL OF STEM TEACHERS TOWARDS BLENDED LEARNING IN A GREEN IT APPROACH ENVIRONMENT: A NEEDS ANALYSIS

Abstract

The adoption of cloud computing technology, a key strategy within Green IT and a central element of Industry 5.0, is regarded as a significant step towards promoting sustainable educational development. This technology delivers systematic computing services, including database management, software applications, smart analytics, and networking capabilities. It facilitates student-centered blended learning by enabling learners to regulate their own learning pace and select resources that align with their individual needs, thereby enhancing their conceptual understanding. This study aimed to examine the levels of knowledge and acceptance among Science, Technology, Engineering, and Mathematics (STEM) teachers regarding the blended learning approach. Employing a descriptive survey design, data were collected through a questionnaire administered to 161 teachers participating in the STEM Teacher Ambassador Program across the northern, central, eastern, and southern regions of Malaysia. The questionnaire was adapted from the Unified Theory of Acceptance and Use of Technology (UTAUT) model, incorporating constructs such as performance expectancy, effort expectancy, attitude towards technology use in learning, social influence, facilitating conditions, self-efficacy, and behavioral intention. The collected data were analyzed using the Statistical Package for the Social Sciences (SPSS) version 26.0 to obtain percentages, mean scores, and standard deviations. The findings revealed that the participating STEM teachers possessed high levels of knowledge and acceptance towards blended learning within a Green IT framework (Mean = 3.85, SD = 0.75). In conclusion, this study provides valuable insights into the readiness of STEM educators to adopt blended learning approaches, which have the potential to enhance students’ performance in STEM subjects at the secondary school level in Malaysia.