The instrument development for faculty readiness assessment on computational sustainability

Computational sustainability involves providing computational solutions to improve the quality of life, protect ecosystems, and preserve natural resources for future generations. The question of how prepared the computing faculty is to shape the next generation to recognize the importance of computational sustainability remains unanswered. This study aims to develop an instrument to assess the readiness of the faculty to offer computational sustainability, either in the form of knowledge or skills to students. Therefore, the study_s objective is to investigate and delineate the dimensions and levels of faculty readiness and develop an appropriate assessment instrument. A literature synthesis was conducted to propose suitable dimensions and levels of readiness, followed by developing a draft instrument. This draft was then validated by four experts with doctoral qualifications (Ph.D.) in computer science and information technology who are proficient in English. Subsequently, two rounds of the Delphi procedure were conducted using the Content Validity Index (CVI) with five expert panel members with over 10 years of experience teaching computing courses, sufficient knowledge of computational sustainability, and are currently active in the computing faculty. The study results indicate that, after two rounds of Delphi, five dimensions of faculty readiness were identified: technological knowledge, content knowledge, teaching strategies, training, and equipment and software. A total of 43 elements showed significant agreement among the experts (I-CVI>0.78). In conclusion, the instrument to assess faculty readiness for computational sustainability was successfully developed and validated. The implications of this study are expected to pave the way for greater computational sustainability and provide significant benefits to higher education institutions and students.