Green Virtual Learning Behaviour: Evidence from Postgraduates’ Students in an Emerging Context

Abstract

As technology drives traditional learning activities to virtual spaces, it has quickly evolved into more sophisticated forms and influences. The use of virtual learning has become popular in distance learning and its use is rapidly increasing, especially in COVID 19 convergent situations. Green virtual learning is a crucial part of sustainable learning. Adoption of green information technology for virtual learning is an initiative of pro-environmental behaviour, and usage is limited in emerging contexts due to a lack of knowledge of its usage and outcomes. The purpose of this study is to examine the drivers that drive students to adopt green information technology practices into their learning processes. A theoretical model was developed for the study based on the Advance Theory of Planned Behaviour and existing literature. A survey questionnaire was distributed by using the snowball sampling technique among selected postgraduate students who practice virtual learning in their studies. 123 responses were gathered, indicating an 84% response rate, and the data was analysed by using the SPSS 25 version. Results of the study revealed that the behavioural intention to use green information technology practices was significantly determined by students’ attitudes, perceived behavioural control, personal norms, and ecological conscience. Study results provide insights to stakeholders on how students adopt green practices in their learning process and the variables that drive that, and study results are beneficial for making necessary arrangements to develop a sustainable learning culture among individuals in emerging contexts. The study findings' generalizability is limited to the higher education sector in an emerging context. Future studies encourage expanding the study to secondary and graduate educational levels to contribute to the development of a sustainable learning culture in emerging contexts.