The integration of technology in science education plays a crucial role in addressing sustainability issues, particularly in the context of green energy. This study aims to develop and validate an instrument based on Technological Pedagogical Content Knowledge (TPACK) and to assess the perception and readiness of science teachers in integrating technology into green energy education. Although the TPACK framework covers various intersecting domains, this research focuses on specific dimensions of technological knowledge, namely: Technological Knowledge (TK), Technological Pedagogical Knowledge (TPK) with the green energy focus (TPK1) and the digital learning focus (TPK2), and Technological Content Knowledge (TCK). The instrument was analyzed using the Rasch model to evaluate construct validity, reliability, item measure, person measure, item functioning, and evaluating DIF based on gender. The results showed that the instrument demonstrated excellent psychometric properties, with acceptable infit and outfit values of MNSQ (0.66–1.46), high reliability (>0.85), and a separation index above 2. The person and item distribution measure was illustrated in using Wright map. The DIF analysis confirmed that the instrument is free from gender bias, making it suitable for fair use across different respondent groups. Teachers exhibited high perception and readiness in the dimensions of TK and TPK, while TCK showed weaker logits values, indicating a pedagogical gap in integrating green energy content through technology. These findings contribute to the development of TPACK theory by contextualizing technological perception and readiness in sustainability-focused education and offer practical insights for teacher training design and curriculum reform in green energy education. © 2025 The Authors
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