(Luận văn thạc sĩ) violence against children in schools policy and practice at secondary education in hanoi, vietnam

VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY THAI HOANG NHA UYEN n STUDENTS' KNOWLEDGE, ATTITUDES, SKILLS, AND CHALLENGES FOR SUSTAINABLE DEVELOPMENT A case study at post-secondary education in Ho Chi Minh City, Vietnam MASTER'S THESIS VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY THAI HOANG NHA UYEN STUDENTS' KNOWLEDGE, ATTITUDES, SKILLS, AND CHALLENGES FOR SUSTAINABLE DEVELOPMENT A case study at post-secondary education in Ho Chi Minh City, Vietnam n MAJOR: GLOBAL LEADERSHIP CODE: 8310210.01QTD RESEARCH SUPERVISORS: PROF PHAM HONG TUNG PROF KATSUMA YASUSHI Hanoi, 2023 STATEMENT OF COMMITMENT Throughout this research, it is of the utmost importance that I demonstrate my understanding and dedication to upholding ethical standards and preventing any form of plagiarism I rigorously adhere to the guidelines outlined in the Decision Rector of Vietnam Japan University no 700/Q-HVN dated September 30, 2021, which outlines the regulations for preventing plagiarism in academic and scientific activities I acknowledge the importance of academic integrity and pledge to properly attribute and cite all sources used in our research, ensuring that any ideas or information obtained from external works are properly credited This commitment promotes a culture of academic integrity and intellectual rigor by ensuring the veracity, originality, and authenticity of my research findings June 2023 n Thai Hoang Nha Uyen ACKNOWLEDGEMENT Prof Dr Pham Hong Tung, Prof Dr Katsuma Yasushi, and Dr JungHyun Jasmine Ryu have provided me with invaluable guidance, abiding support, and unwavering encouragement throughout the entirety of my Master's Thesis completion Their dedication, expertise, and commitment to academic excellence were instrumental in molding my ideas, refining my skills, and augmenting my research I would like to thank VNU Vietnam Japan University for the studentship and the scholarships that enabled me to pursue a Master's degree and complete this research Academic rigor, intellectual diversity, and a global perspective at VJU have provided me with a life-altering, illuminating, and empowering educational experience that I will forever cherish Ho Chi Minh City Industry and Trade College (HITC), particularly Deputy Rector Dr Nguyen Anh Tuan, Faculty Director Dr Ho Hoai Nam, Dr Nguyen Thi Le, and Mr Dang Minh Tuan, provided generous support and assistance throughout the n research In particular, I would like to thank my father for all the help he's given me He is crucial to the accomplishment of my research Without him, I would not have enough information to draw any conclusions My gratitude goes to all the individuals who have supported me through the research process, regardless of how they assisted me June 2023 Thai Hoang Nha Uyen ABSTRACT This research investigates the knowledge, attitudes, skills, and challenges of junior college students in Ho Chi Minh City (HCMC), Vietnam, regarding sustainable development (SD) A mixed-methods approach was utilized, including a quantitative phase to assess knowledge and attitudes and a qualitative phase consisting of interviews with teachers from a sustainable development exchange program The quantitative results indicate that students have a firm grasp of sustainable practices, with no significant gender differences However, male students are more optimistic than female students The qualitative phase reveals that students acquire essential skills such as communication and collaboration but confront challenges such as language proficiency and budgetary constraints The implications suggest the importance of quantitatively addressing knowledge and attitudes and qualitatively investigating skills and challenges This research highlights the need for education for sustainable development (ESD) in junior college curricula and assists students in acquiring the skills necessary for sustainability initiatives Future research should concentrate on n curriculum design, teacher preparation, and long-term behavioral effects This research contributes to educators' and policymakers' comprehension of SD in the context of junior colleges in Vietnam Keywords: sustainable development, education for sustainable development, HCMC-based junior college, exchange program TABLE OF CONTENTS n LIST OF TABLES………………………………………………………………………………… i LIST OF FIGURES……………………………………………………………………….……… ii LIST OF ABBREVIATIONS………………………………………………………………… iii CHAPTER 1: INTRODUCTION…………………………………………………………… 1.1 Background…………………………………………………………………………… …… 1.2 Scope…………………………………………………………………………………………… 1.3 Objectives……………………………………………………………………………………… 1.4 Significance…………………………………………………………………………………… CHAPTER 2: LITERATURE REVIEW…………………………………………………… 2.1 Education for Sustainable Development………………………………………………… 2.1.1 Importance of Education for Sustainable Development………………………… 2.1.2 Education for Sustainable Development in Vietnam……………………………….8 2.2 Knowledge and Attitudes for Sustainable Development…………………………… 10 2.3 Analytical Framework………………………………………………………………………12 CHAPTER 3: METHODOLOGY………………………………………………………… 14 3.1 Quantitative Phase………………………………………………………………………… 14 3.1.1 Approach………………………………………………………………………………… 14 3.1.2 Demographic statistics………………………………………………………………….20 3.1.3 Model Assessment……………………………………………………………………… 22 3.2 Qualitative Phase…………………………………………………………………………… 34 3.2.1 Approach………………………………………………………………………………… 34 3.2.2 Thematic Analysis……………………………………………………………………… 36 CHAPTER 4: FINDINGS…………………………………………………………………… 39 4.1 Knowledge…………………………………………………………………………………… 39 4.2 Attitudes……………………………………………………………………………………… 40 4.3 Skills………………………………………………………………………………………… 41 4.4 Challenges…………………………………………………………………………………… 42 CHAPTER 5: DISCUSSIONS……………………………………………………………… 43 5.1 Answers……………………………………………………………………………………… 43 5.2 Implications………………………………………………………………………………… 45 5.3 Limitations…………………………………………………………………………………… 46 5.4 Future Research…………………………………………………………………………… 48 CHAPTER 6: CONCLUSION……………………………………………………………… 51 REFERENCES…………………………………………………………………………………… 52 LIST OF TABLES n Table 2.1 Analytical Framework rendered by the author………………………………… 12 Table 3.1 Items under the 'Knowledge' construct coded by the author………………… 16 Table 3.2 Items under the 'Attitudes' construct coded by the author…………………… 18 Table 3.3 Age by SPSS………………… ……………………………………………………… 20 Table 3.4 Student Year by SPSS ………….……………………………………………………20 Table 3.5 Gender by SPSS …………………………………………………………………… 20 Table 3.6 Employment by SPSS ……………………………………………………………… 21 Table 3.7 Majors by SPSS …………………………………………………………………… 21 Table 3.8 EP Participants by SPSS ………………………………………………………… 22 Table 3.9 Cronbach's Alpha Value of KEnv by SPSS………………………………………22 Table 3.10 Item-Total Statistics of KEnv by SPSS………………………………………… 23 Table 3.11 Cronbach's Alpha Value of KSoc by SPSS…………………………………… 23 Table 3.12 Item-Total Statistics of KSoc…………………………………………………… 23 Table 3.13 Cronbach's Alpha Value of KEco by SPSS…………………………………… 23 Table 3.14 Item-Total Statistics of KEco by SPSS………………………………………… 24 Table 3.15 Cronbach's Alpha Value of ASoc by SPSS…………………………….……… 24 Table 3.16 Item-Total Statistics of ASoc by SPSS………………………………………… 24 Table 3.17 Cronbach's Alpha Value of AEco by SPSS…………………………….……….24 Table 3.18 Item-Total Statistics of AEco by SPSS………………………………………… 25 Table 3.19 KMO and Barlett's Test by SPSS…………………………………………………25 Table 3.20 Total Variance Explained by SPSS…………………………………………… 26 Table 3.21 Pattern Matrix rendered by the author………………………………………… 27 Table 3.22 Standardized Regression Weights by AMOS………………….……………….28 Table 3.23 Pre-Model Chi-Square test by AMOS………………………….……………… 30 Table 3.24 Pre-Baseline Comparisons by AMOS……………….………………………… 30 Table 3.25 Pre-RMSEA by AMOS…………………………………………………………… 30 Table 3.26 Post-Model Chi-Square test by AMOS………………………………………….31 Table 3.27 Post-Baseline Comparisons by AMOS………………………………………… 31 Table 3.28 Post-RMSEA by AMOS………………………………………………………… 31 Table 3.29 Post-S.E., C.R., p-value of Standardized Regression Weights by AMOS 33 Table 3.30 Improvement of Model Fit Indices……………………………………………….34 Table 3.31 List of structured open-ended interview questions rendered by the author 35 Table 3.32 Theme of "Skills"…………………………………………………………………… 37 Table 3.33 Theme of "Challenges"…………………………………………………………… 38 Table 4.1 'Knowledge' Group Statistics by SPSS……………………………………………39 Table 4.2 Independent Samples Test of 'Knowledge' by SPSS………………………… 39 Table 4.3 'Attitudes' Group Statistics by SPSS…………………………………………… 40 Table 4.4 Independent Samples Test of 'Attitudes' by SPSS……………………………… 40 Table 4.5 Post-Estimates of Standardized Regression Weights among the unobserved variables by AMOS……………………………………………………………………………… 41 i LIST OF FIGURES Figure 1.1 Structure of the education system in Vietnam………………………………… Figure 3.1 CFA with Standardized Regression Weights by AMOS………….………….29 Figure 3.2 SEM with Standardized Regression Weights by AMOS…………………… 32 n ii LIST OF ABBREVIATIONS CFA Confirmatory Factor Analysis DESD UN Decade of Education for Sustainable Development EFA Exploratory Factor Analysis EP the Inbound Exchange Program in Singapore ESD Education for Sustainable Development HCMC Ho Chi Minh City HITC Ho Chi Minh City Industry and Trade College ITE Institute of Technical Education MIT Ministry of Industry and Technology MOET Ministry of Education and Training MOLISA Ministry of Labour, Invalids and Social Affairs SD Sustainable Development SEM Structural Equation Modeling n iii CHAPTER 1: INTRODUCTION 1.1 Background The anticipation of formal connections between society's pursuit of SD and education has existed for some time The Brundtland Report of 1987 (UN, 1987) suggested that "the world's teachers have a crucial role to perform" in bringing about 'the extensive social changes' required for SD Agenda 21, adopted after the 1992 United Nations Conference on Environment and Development, stated that "Education is essential for promoting sustainable development and improving the capacity of people to address environment and development issues It is essential for achieving environmental and ethical awareness, values and attitudes, skills and behavior consistent with sustainable development, and for effective public participation in decision-making." (UN, 1992) To satisfy the demands of an increasing number of environmental, social, and economic challenges, professional education will require a significant overhaul in the n future decade However, although the need for curriculum renewal to deliver ESD has been recognized for more than three decades, the response has been generally slow, with a few exceptions Although there are indications of progress, it is typically limited to isolated instances rather than permeating all sectors (Desha & Hargroves, 2013) In addition, incorporating ESD into post-secondary education is essential for preparing the next generation of leaders and professionals to address sustainability challenges, cultivate responsible citizenship, and ensure a sustainable future for all Existing literature on the integration of ESD has concentrated primarily on students in traditional post-secondary contexts However, there is a notable dearth in the literature regarding junior college students Specifically, there is a paucity of comprehensive knowledge, attitude, and skill assessments designed to enhance ESD implementation and integration within this demographic Besides, comprehensive awareness about SD involves gaining knowledge alongside cultivating positive attitudes while refining one's skills related to sustainability issues that bear relevance across diverse contexts concerning social culture, education, cuisine; technology; building infrastructure combined with green areas, close to nature; saving through recycling; classroom decoration toward learners' emotions; the traffic system toward synchronous, convenient, economical and scientific to meet the needs and overall development in urban construction; fast, economical, civilized eating and drinking, scientific way of studying and working;…." Table 4.5 Post-Estimates of Standardized Regression Weights among the unobserved variables by AMOS As for the correlation of "Knowledge" and "Attitudes", according to Table 4.5, when K goes up by standard deviation, A goes up by 0.956 standard deviations n 4.3 Skills Table 3.32 revealed several essential skills required for students to contribute actively to SD Students develop effective communication skills, including language proficiency and the ability to communicate ideas and information In addition, collaboration skills are developed, enabling students to collaborate with others and fostering cooperation and synergy among team members In addition, EP emphasizes the development of presentation skills, allowing students to effectively present their ideas and findings to others Furthermore, students develop their critical thinking skills, allowing them to analyze and evaluate SD issues with a critical mindset Additionally, time management skills are emphasized so that students can effectively manage their time and complete assignments on time In addition, inventive skills are fostered, enabling students to think creatively and generate novel solutions to SD issues Last but not least, leadership skills are fostered, empowering the students to take the initiative and steer sustainable initiatives Collectively, these skills contribute to the students' active participation in SD initiatives 41 4.4 Challenges Table 3.33 reveals several challenges that students face when contributing actively to SD Language proficiency and a lack of specialized knowledge in fields such as logistics and science and technology present difficulties for students A6.2 mentioned that "The biggest problem is the language and specialized knowledge about the content to limit the effects of climate change such as logistics, science, and technology Students actively read documents, update knowledge as well as practice English skills." Often, achieving SD requires the synchronization of multiple systems; however, differences in vision, social mechanisms, culture, and consciousness can impede this process Additionally, funding constraints may arise, making it difficult for students to implement SD initiatives requiring substantial financial resources In addition, students may struggle to translate theoretical knowledge into practical applications in real-world contexts In addition, the short duration of EP may limit the learning and implementation process's profundity and completeness These challenges illustrate the areas in which students may face n obstacles and require assistance to contribute effectively to SD A6.3 discussed that "Sustainable development often requires the synchronization of the whole related system, which contains problems that are difficult to apply in Vietnam due to differences in vision and social mechanisms, culture and ideas, and consciousness of the people The topics students deploy may need funding If the amount of funding is large, the students will pause the detailed survey If the budget is small, the students will spend their own money to implement their topic." 42 CHAPTER 5: DISCUSSIONS 5.1 Answers RQ1 What is the level of knowledge and attitudes toward sustainable development of HITC students? The findings indicate that students pursuing post-secondary education in HCMC possess a considerable degree of awareness regarding SD EP provides students with both theoretical knowledge and practical experience, as well as opportunities for collaboration This helps to improve their understanding and application of sustainable practices The students demonstrate a keen awareness of the ramifications of climate change and exhibit a desire to tackle ecological issues The individuals in question recognize the gravity of the issue of climate change and demonstrate a willingness to implement measures aimed at alleviating its adverse impacts Furthermore, the statistical analysis did not demonstrate a noteworthy disparity in knowledge acquisition between male and female students This suggests n that there is a similar degree of understanding of SD among individuals of both genders The aforementioned discovery poses a challenge to conventional gender stereotypes and underscores the importance of an all-encompassing educational approach that affords every student equal prospects to acquire knowledge and participate in sustainable initiatives The qualitative results provide valuable insights into the perspectives and beliefs of the student cohort The aforementioned individuals demonstrate not only an awareness of the severity of climate change, but also a proactive stance in pursuing solutions and raising awareness among their respective social networks and families This demonstrates a concept of responsibility and a willingness to engage in initiatives aimed at SD Moreover, the results of the quantitative analysis suggest that male students demonstrate a more positive disposition towards SD when compared to their female peers Understanding these distinctions can aid in developing targeted interventions aimed at promoting SD attitudes among all students, regardless of gender 43 The examination of the association between knowledge and attitudes demonstrated a strong affirmative correlation A positive correlation was observed between the acquisition of knowledge and the development of attitudes towards SD This discovery aligns with the notion that knowledge is a significant factor in influencing one's attitudes and beliefs The aforementioned correlation serves to underscore the importance of educational endeavors in advancing SD from an individual perspective Through the dissemination of knowledge, it is possible to foster constructive mindsets and a collective dedication to addressing the environmental, social, and economic obstacles that impede SD RQ2 What are the specific skills possessed by HITC students and the challenges they face regarding sustainable development? The research identifies several crucial skills developed by junior college students in HCMC that enable them to make meaningful contributions to SD The aforementioned proficiencies transcend mere theoretical understanding and encompass pragmatic aptitudes that empower students to make a noteworthy impact Students n who possess proficient communication skills are capable of expressing their concepts, apprehensions, and remedies with accuracy Moreover, the importance of collaboration skills is underscored, emphasizing the value of working together and fostering synergy among members of a team The acquisition of presentation skills empowers students to effectively communicate their research and recommendations with assurance to an audience Additionally, the curriculum prioritizes the cultivation of critical thinking skills, enabling students to scrutinize matters related to SD with a judicious mindset This competency entails prompting individuals to question established practices, explore alternative solutions, and evaluate the potential ramifications of their decisions Time management skills are instilled in students to enable them to efficiently prioritize tasks and adhere to deadlines while managing various obligations Moreover, the development of innovative skills is promoted, thereby stimulating students to engage in creative thinking and suggest original resolutions to SD challenges Ultimately, the 44 development of leadership skills is facilitated, thereby enabling students to assume responsibility and advance sustainable community endeavors Nevertheless, the research also highlights several challenges that students encounter with regards to SD The challenges faced by students include deficits in specialized knowledge, particularly in fields such as logistics and science and technology, as well as language proficiency In order to surmount these obstacles, it is imperative to enhance linguistic proficiency and furnish tailored instruction and tutelage in pertinent fields Achieving SD goals often necessitates the harmonization of various systems, which may be impeded by divergent perspectives, social structures, cultural norms, and awareness levels Effectively handling these divergences necessitates a comprehensive approach that cultivates mutual comprehension, collaboration, and common goals Similarly, financial limitations may hinder the ability of students to execute SD initiatives that necessitate significant monetary investments This underscores the importance of obtaining adequate funding and resources to bolster the inventive n concepts and undertakings of students The translation of theoretical knowledge into practical applications can pose a challenge, as students necessitate occasions to apply their acquired knowledge in authentic settings Finally, the concise time frame of EP may constrain the extent and comprehensiveness of the students' acquisition and application of knowledge Prolonging the duration of the educational encounter or furnishing supplementary initiatives and assistance can augment its effectiveness 5.2 Implications The implications of this research are of great relevance to the diverse stakeholders engaged in post-secondary education and SD initiatives The implications underscore the importance of incorporating ESD into the curricula of junior colleges It is imperative to furnish students with a comprehensive understanding of climate change, sustainable methodologies, and their ramifications The attainment of this objective can be facilitated by means of specialized courses, seminars, and experiential learning opportunities The results emphasize the significance of cultivating critical 45 thinking skills, proficient communication abilities, collaborative aptitude, and leadership qualities among students to enable their active participation in SD Within the realm of post-secondary education, decision-makers and officials may utilize research discoveries to guide the creation of policies and approaches that advance SD This entails the allocation of resources toward the improvement of SD programs, facilitation of faculty development in sustainable practices, and fostering collaborations between academic institutions and pertinent stakeholders Furthermore, the study underscores the importance of advocating for gender parity and inclusivity within SD endeavors The research outcomes offer educators and instructors valuable understanding regarding the competencies and obstacles faced by students The aforementioned data can be utilized by educators to modify pedagogical approaches and formulate instructional settings that augment students' abilities in communication, collaboration, critical thinking, and problem-solving Focused interventions, such as language assistance initiatives or cross-disciplinary partnerships, have the potential to n effectively target deficiencies in language proficiency and specialized knowledge The findings of this study carry significant implications for both students and aspiring professionals The results of the study have the potential to enable students to assume a proactive stance in endeavors aimed at promoting SD Through the evaluation of their knowledge, attitudes, and skills, students can pinpoint areas that require improvement and actively pursue opportunities for personal growth in sustainable practices The outcomes may serve as a source of inspiration for students to participate in interdisciplinary partnerships and pioneering endeavors that foster SD The integration of sustainable practices into the daily lives and future careers of students can aid in the achievement of SD goals and foster a society that is more resilient and sustainable 5.3 Limitations Notwithstanding the valuable insights that this research offers regarding the knowledge, attitudes, skills, and challenges of post-secondary students in relation to 46 SD, it is imperative to acknowledge certain limitations In order to promote an equitable and impartial analysis of the research outcomes and to provide direction for future research initiatives aimed at addressing these deficiencies and advancing a more all-encompassing comprehension of SD in higher education, it is imperative to articulate these constraints The research was carried out in HCMC, and its results may not be generalizable to other areas or educational frameworks within Vietnam The generalizability of the results may be constrained by the sample size of the students and teachers involved in the research Prudence should be exercised when generalizing the findings to broader populations In order to enhance the comprehensiveness of junior college students' knowledge on SD in HCMC, it is recommended to conduct further research on a wider array of programs, curricula, and educational settings A more comprehensive and accurate depiction of the knowledge, attitudes, skills, and challenges related to SD among the students in the region would be facilitated by this approach This research utilized data acquisition methods, including Likert-scale n questionnaires and structured interviews, which possess inherent limitations The utilization of Likert-scale questionnaires for self-reporting purposes may potentially introduce response biases or social desirability effects In comparison to less structured methodologies, the utilization of structured interviews has the potential to constrain the quantity of gathered data Subsequent investigations may contemplate utilizing a mixed-methods approach to procure a more all-encompassing understanding of the students' experiences and viewpoints Furthermore, this research did not involve the direct participation of other stakeholders, including policymakers, industry professionals, and community members Incorporating diverse perspectives in post-secondary education may lead to a more comprehensive understanding of SD Moreover, the utilization of both quantitative and qualitative analysis is widespread in the investigation of knowledge, attitudes, skills, and challenges Although valuable, these methods may not fully capture the intricate complexity and 47 nuances of SD in post-secondary education Incorporating supplementary research methodologies, such as observational or longitudinal studies, may yield a more profound comprehension of the subject matter Additionally, another constraint lies in the utilization of cross-sectional data, which entails the collection of a subset of students' and teachers' encounters at a singular moment in time Conducting longitudinal studies that track the evolution of knowledge, attitudes, and skills over a period of time would yield a more comprehensive comprehension of the impact of post-secondary education on SD outcomes Moreover, this research focused on the cognition, affect, and behavior of students with regards to the three facets of SD This research did not examine the amalgamation of the five dimensions of SD, namely "environmental, social, economic, cultural, and organizational" (Hristov & Chirico, 2022), and the practical application of behavior modification or skill implementation Finally, it should be noted that this research did not examine the enduring n impact of ESD on the conduct and habits of students beyond their educational trajectory Subsequent studies may explore the degree to which the aptitudes, beliefs, and proficiencies of students are effectively applied and yield tangible outcomes in relation to SD within their individual and occupational domains 5.4 Future Research Investigating several prospective areas for future research should be based on the discoveries and implications of this study Initially, it would be advantageous to carry out subsequent investigations to assess the enduring impacts of ESD on the cognitive, affective, and behavioral domains of students Longitudinal research has the potential to track participants over an extended period of time, thereby enabling an examination of the sustainability practices they employ and their contributions to SD in diverse contexts Examining the efficacy of diverse instructional techniques and educational methodologies in the framework of ESD is advantageous Novel pedagogical 48 techniques may be explored, such as project-based learning, experiential learning, and interdisciplinary approaches, and evaluate their impact on students' SD competencies Conducting a comparative analysis of different pedagogical methods and determining the most efficacious strategies would furnish educators and curriculum developers with valuable perspectives Investigating SD initiatives could involve a more comprehensive exploration of the difficulties and hindrances that students encounter Graduates have the capacity to undertake qualitative research in order to obtain a thorough comprehension of the particular challenges that students encounter, including but not limited to restricted resources, institutional limitations, and societal conventions Investigating approaches to overcome these challenges and support students in their endeavors to advance SD would yield more efficacious educational interventions Broadening the research scope to encompass a comparative analysis with other educational institutions or regions would yield advantageous outcomes The investigation of contextual factors that impact the implementation and efficacy of ESD n could be conducted in conjunction with researchers hailing from various geographical locations Conducting a comparative analysis of experiences and outcomes across different contexts can offer a more comprehensive viewpoint and aid in the recognition of strategies and best practices that are tailored to specific contexts Integrating a participatory research methodology that involves the active involvement of students, teachers, and relevant stakeholders would enhance the relevance and efficacy of forthcoming research endeavors Involving important stakeholders, including policymakers, community leaders, and industry representatives, in the research process can enhance the collaborative production of knowledge and the creation of interventions that are consistent with practical needs and priorities Exploring the impact of technology on education within the context of SD presents a compelling avenue for future scholarly inquiry The investigation of integrating digital technologies, virtual platforms, or game-based educational activities 49 may enhance students' drive and competence in attaining SD knowledge and competencies The exploration of the capabilities of emerging technologies, such as virtual reality and artificial intelligence, in facilitating SD practices may uncover novel prospects for education and action n 50 CHAPTER 6: CONCLUSION This research illuminated SD knowledge, attitudes, skills, and challenges of post-secondary students in HCMC, Vietnam The results show that the students are well-informed on SD despite the fact that ESD has not been well applied Male and female students have similar understanding, opposing gender stereotypes and supporting inclusive education The students also have skills in communication, cooperation, critical thinking, time management, creativity, and leadership They still face language and specialist knowledge gaps, financial constraints, system synchronization, and translating theoretical knowledge into practical implementations This research affects post-secondary education and SD stakeholders ESD in schools gives students the information and skills to contribute to SD The research can help policymakers and planners create sustainable educational development initiatives Teachers can use tailored interventions to improve students' skills Students can also use the information to enhance and progress in sustainable habits n Future studies could examine how ESD affects students' behavior and practices after graduation Investigating teaching methods and pedagogical approaches and student obstacles would also improve educational 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