INTRODUCTION
Background
The connection between education and sustainable development (SD) has been recognized for decades, highlighted by the Brundtland Report of 1987, which emphasized the vital role of teachers in facilitating necessary social changes for SD Furthermore, Agenda 21, established during the 1992 United Nations Conference on Environment and Development, reinforced that education is crucial for fostering sustainable development by enhancing people's abilities to tackle environmental and developmental challenges, cultivating awareness, values, skills, and behaviors aligned with sustainability, and promoting effective public participation in decision-making processes.
Professional education must undergo a significant transformation in the next decade to address growing environmental, social, and economic challenges Despite recognizing the need for curriculum renewal to promote Education for Sustainable Development (ESD) for over thirty years, progress has been slow and largely isolated, with only a few exceptions While there are signs of advancement, these efforts often fail to reach all sectors comprehensively.
Incorporating Education for Sustainable Development (ESD) into post-secondary education is crucial for equipping future leaders and professionals to tackle sustainability challenges and promote responsible citizenship While existing literature has focused largely on traditional post-secondary students, there is a significant gap concerning junior college students This demographic lacks comprehensive assessments of knowledge, attitudes, and skills that are essential for effective ESD implementation and integration.
A comprehensive understanding of sustainable development (SD) requires knowledge, positive attitudes, and refined skills related to sustainability across various contexts, including social improvement, economic growth, and environmental conservation Students' attitudes significantly influence their motivation to change personal behaviors and advocate for community-wide changes that lead to improved SD outcomes By fostering critical thinking and a collaborative mindset through relevant training, individuals can make meaningful contributions to a sustainable future These qualities also cultivate leadership potential, empowering individuals to embrace societal responsibilities and promote equitable policies that address the pressing challenges negatively impacting students' livelihoods.
Scope
The survey aimed to enhance understanding of knowledge, attitudes, skills, and challenges related to sustainable development (SD) among students in HCMC, focusing solely on HITC due to time constraints and permission issues Despite its limited scope, the research intends to offer valuable insights into increasing HITC students' awareness and engagement with SD, serving as a foundation for future research and discussions on integrating education for sustainable development (ESD) into Vietnam's post-secondary institutions.
HITC, a junior college in HCMC with over 43 years of experience, is dedicated to developing well-rounded individuals through comprehensive training Recently, 20 students participated in HITC's inaugural exchange program focused on sustainability and education for sustainable development (ESD) in Singapore This two-week program aimed to enhance their understanding of Singapore's sustainability initiatives, aligned with the Singapore Green Plan 2030 Students engaged in various activities, including site visits and sessions on key programs such as City in Nature and Green Economy, while exploring topics like urban agriculture and energy efficiency The program combined theoretical learning with hands-on experiences, including tours of ITE's facilities and participation in sustainable living activities Additionally, students enjoyed cultural excursions and worked on projects with feedback sessions throughout the exchange.
Figure 1.1Structure of the education system in Vietnam (Tran et al., 2016)
Vietnam's tertiary education encompasses both formal and non-formal higher education, professional education, and vocational training While higher education and professional training fall under the Ministry of Education and Training (MOET), vocational education is primarily overseen by the Ministry of Labour, Invalids and Social Affairs (MOLISA) However, the HITC focuses on vocational training and is regulated by the Ministry of Industry and Trade (MIT).
Objectives
To foster sustainable development (SD) in the fast-growing metropolitan area of Ho Chi Minh City, Vietnam, it is essential to evaluate junior college students' knowledge, attitudes, and skills related to SD By understanding students' perspectives and knowledge levels, educators can design effective sustainable programs that empower students to make informed decisions and advocate for sustainable practices.
SD policies SD skills also help future leaders and professionals address city-specific sustainability issues, making HCMC greener and more sustainable.
This research aims to gain a thorough understanding of students' knowledge and attitudes towards sustainable development (SD), while also exploring the practical challenges they encounter in skill development Additionally, the study seeks valuable insights from teachers to highlight the obstacles faced by students and to propose strategies for improving education for sustainable development (ESD) in post-secondary settings.
Phase 1, which is the quantitative phase, is to assess students' current knowledge and attitudes toward SD in post-secondary education in HCMC, Vietnam, using a Likert-scale questionnaire survey.
RQ1 What is the level of knowledge and attitudes toward SD of HITC students?
Phase 2 focuses on the qualitative exploration of teachers' views regarding students' skills and challenges related to sustainable development (SD) Through structured interviews, this phase aims to uncover practical insights and identify barriers that students encounter in their learning journey.
RQ2 What are the specific skills possessed by HITC students and the challenges they face regarding sustainable development? h
Significance
This research enhances the understanding of Education for Sustainable Development (ESD) within post-secondary education in Ho Chi Minh City, Vietnam, by examining the knowledge, attitudes, and skills of junior college students It addresses a significant gap in the existing literature, thereby adding considerable value to the field Given the limited prior studies on this topic, the findings offer crucial insights into students' perceptions and engagement with sustainability issues These results hold important implications for various stakeholders, including educators, policymakers, and researchers.
This research highlights students' knowledge, attitudes, skills, and challenges related to sustainable development (SD) By understanding these factors, educators can adapt their teaching strategies and curriculum to enhance students' comprehension of SD issues The identified skills and challenges also offer guidance for creating effective interventions and support systems, empowering students to actively promote sustainable development.
This research highlights the importance of integrating Education for Sustainable Development (ESD) into post-secondary curricula By doing so, educational institutions can empower students with the essential knowledge, skills, and attitudes needed to actively engage in sustainable development initiatives.
SD principles and providing opportunities for experiential learning This research encourages curriculum designers and policymakers to incorporate SD courses and initiatives into educational programs.
This research enhances the understanding of Education for Sustainable Development (ESD) and its impact on students by exploring local experiences and perspectives The findings provide valuable insights into effective strategies for promoting ESD, which can inform educational practices and policy decisions in Ho Chi Minh City and similar educational settings across Vietnam.
Research highlights the crucial role of cross-cultural exchange programs in enriching students' understanding, attitudes, and skills related to sustainable development (SD) Positive experiences and outcomes reported by participants underscore the value of international collaborations and cultural exchanges in advancing education for sustainable development (ESD) and promoting SD.
LITERATURE REVIEW
Education for Sustainable Development
2.1.1 Importance of Education for Sustainable Development
The "United Nations Decade of Education for Sustainable Development" (2005-2014) initiated a worldwide effort to transform education in response to global challenges UNESCO's "Global Action Programme on ESD" (GAP) further develops the principles established by the DESD, receiving recognition from the United Nations as a pivotal framework for advancing sustainable education.
General Assembly Resolution A/RES/69/211, launched at the UNESCO World Conference on Education for Sustainable Development (ESD) in 2014, aims to enhance actions and best practices in education As the lead agency for the Decade of Education for Sustainable Development (DESD) and the Global Action Programme (GAP), UNESCO plays a crucial role in promoting ESD principles across formal, non-formal, and informal education In 2019, UNESCO introduced the "Education for Sustainable Development: toward Achieving the Sustainable Development Goals or ESD for 2030" framework, linking it to the United Nations' 2030 Agenda The Berlin Declaration, ratified in 2021, emphasizes the necessity for transformative changes in education and society to achieve sustainability ESD is also acknowledged in global initiatives like Article 6 of the United Nations Framework Convention on Climate Change, highlighting the vital role of education in empowering citizens to combat climate change challenges.
Education for Sustainable Development (ESD), as highlighted in UNESCO papers, is a transformative educational approach aimed at fostering essential changes in knowledge, skills, values, and attitudes to build a more sustainable and inclusive society (UNESCO, 2020) It encourages individuals to reflect on their actions and consider their social and environmental impacts from a global perspective, empowering them to take constructive action for sustainable change ESD focuses on developing competencies that enable participation in socio-political processes, thereby promoting sustainable development within communities (Barth et al., 2015) Furthermore, post-secondary institutions play a vital role in addressing today’s most pressing challenges.
Post-secondary institutions must prioritize training teachers in pedagogical research and creating curricula that reflect the principles of sustainable development (SD) Despite the recognized necessity for curriculum renewal to support education for sustainable development (ESD) for over twenty years, the response from educational institutions has been slow (Desha & Hargroves, 2013).
2.1.2 Education for Sustainable Development in Vietnam
Vietnam's longstanding commitment to environmental stewardship is deeply rooted in its cultural values and indigenous practices, which have adapted to various geophysical and climatic conditions over thousands of years Throughout both peaceful and tumultuous periods, essential skills and knowledge have been passed down through generations While this transfer of knowledge has not been officially labeled as Education for Sustainable Development (ESD), it is evident that the principles of ESD have long been inherent to Vietnam's environmental practices (UNESCO, 2013).
In 2005, the Prime Minister established the National Council for Sustainable Development (SD) to coordinate efforts in response to the Decade of Education for Sustainable Development (DESD), led by the Deputy Prime Minister A high-level National DESD Committee was formed, including government executives and ministers, with a focus on the Viet Nam National Commission for UNESCO, which operates under the Ministry of Education and Training (MOET) Despite the establishment of these organizational structures, the promotion of Education for Sustainable Development (ESD) slowed after the initial momentum During the first half of the DESD (2005-2009), the Centre for Research and Promotion of ESD and the Centre for Environment Research and Education at Hanoi National University of Education were instrumental in advancing ESD in academia, supported by NatCom and the UNESCO Office in Vietnam However, the adoption of ESD by other institutions remained limited, and essential national partnerships to further promote ESD did not develop (UNESCO, 2013).
Kieu et al (2016) highlighted key challenges in implementing Education for Sustainable Development (ESD) within Vietnam's teacher education system A major issue is the absence of prioritized strategies for incorporating ESD into teacher education programs at five key universities: Hanoi National University of Education, Hue University of Education, Danang University of Education, Quang Nam University, and Ho Chi Minh University of Pedagogy Unlike other developing countries in the Asia-Pacific region, Vietnam lacks a comprehensive framework for integrating ESD into its teacher education curriculum This has led to a perception that sustainable development is primarily the domain of environmental educators, rather than a cross-disciplinary responsibility, which in turn hampers collaboration and communication among faculty members.
A study in 2018 identified key factors influencing the implementation of Education for Sustainable Development (ESD), highlighting the critical roles of students and teaching methods, alongside education administrators and curriculum In Vietnam, essential teacher competencies necessary for ESD implementation have not been adequately addressed Consequently, it is recommended that teacher training programs be reassessed through an ESD lens Future research should also investigate the perceptions of other educational stakeholders, including education administrators and curriculum developers, to gain a comprehensive understanding of ESD.
Since 2009, the Ministry of Education and Training (MOET) has integrated environmental and climate change education into formal curricula, promoting Education for Sustainable Development (ESD) principles However, this initiative is not fully inclusive, as ESD remains a specialized addition to an already overloaded curriculum Non-formal and informal education, supported by government and nonprofit organizations, has also played a role in encouraging students to learn about sustainable development (SD), acquire relevant skills, and participate in various action-oriented activities.
There is a significant gap between the Ministry of Education and Training's (MOET) focus on interactive teaching methods and the actual practices in classrooms Despite the introduction of some Education for Sustainable Development (ESD) courses, interactive pedagogies have not been widely adopted in teacher education institutions (Kieu et al., 2016).
Sterling's model of progressive engagement highlights that Education for Sustainable Development (ESD) in Vietnam often prioritizes knowledge and cognitive skills over essential values and capacity-building Additionally, most sustainability-related extracurricular activities at colleges function in isolation, lacking integration into the broader educational framework.
A significant gap exists in practical examples and job orientation for future Sustainable Development (SD) teachers in Vietnam, as highlighted by Kieu et al (2016) Furthermore, many universities continue to focus heavily on theoretical learning, lacking essential experimental activities, as noted by Mai and Ha (2022).
Knowledge and Attitudes for Sustainable Development
Regarding such knowledge and attitudes as anticipated SD outcomes, researchers have conducted various investigations.
Berglund et al (2014) examined the impact of ESD-profiled institutions on the knowledge and attitudes of Swedish students, revealing notable differences in economic knowledge and attitudes between those in ESD schools and their peers in traditional schools However, no significant differences were found in environmental and social knowledge and attitudes between the two groups Additionally, Berglund and Gericke (2016) emphasized that Swedish students' perspectives on sustainable development dimensions were influenced by contextual factors.
Kalsoom and Khanam (2017) found that preservice teachers' empirical investigations into sustainable development (SD) issues and research-based discussions significantly enhanced their knowledge and attitudes This highlights the transformative potential of inquiry-based education, indicating that SD education can be effectively incorporated into research-methods-in-education courses The findings suggest that teacher education programs and other university curricula could utilize inquiry-based learning to foster improved understanding and perspectives on sustainable development among students.
A study by Al-Naqbi and Alshannag (2018) revealed that students in the United Arab Emirates possess a strong understanding of sustainable development (SD), which positively influences their views on SD challenges However, there are notable negative attitudes among students regarding certain issues, particularly the importance of climate change and the management of natural resources To prepare future generations for upcoming challenges, it is essential to provide undergraduates with opportunities to recognize and address a broader range of SD issues.
Korsager and Scheie (2019) found that a redesign of the ESD initiative significantly enhanced the knowledge and attitudes of Norwegians, primarily through the incorporation of clearer teaching and learning objectives The study highlights the importance of focusing on specific elements within ESD initiatives to effectively empower students and children with the competencies needed for sustainable development actions.
Afroz and Ilham (2020) found that Indonesian students exhibit a high level of environmental awareness, characterized by substantial knowledge and a positive attitude towards sustainability However, institutional approaches to environmental issues differ, leading to varying awareness levels among students Notably, several prominent Asian universities have initiated the publication of annual Sustainable Development (SD) reports, indicating a growing trend that is likely to pave the way for the adoption of comprehensive SD policies.
Amezaga et al (2021) found that in Mexico, the strongest correlation was between knowledge and attitudes, followed by knowledge and behaviors In a different context, Braòler and Sprenger (2021) explored an interdisciplinary approach to Education for Sustainable Development (ESD) among German students, highlighting the effectiveness of lectures from various sustainability experts and seminars that promote interdisciplinary collaboration Teachers received training in interdisciplinary instruction, communication, and conflict resolution Prior to the course, students showed moderate knowledge and behavior regarding sustainability and high attitudes Post-test analysis revealed an increase in students' knowledge and actions related to sustainability, but no significant change in their attitudes.
Table 2.1Analytical Framework rendered by the author
Five-point Likert-scale Questionnaire
Attitudes Five-point Likert-scale
Emailed structured open-ended questions
Challenges Emailed structured open-ended questions
This research employs a mixed-methods approach to thoroughly explore the various dimensions of sustainable development (SD) among junior college students in Vietnam By integrating quantitative analysis of knowledge and attitudes with qualitative insights into skills and challenges, the study aims to provide a comprehensive understanding of the topic.
Incorporating "knowledge" and "attitudes" into the quantitative phase leverages the effectiveness of Likert-scale questionnaires for measuring these constructs By surveying a larger student sample, we can statistically analyze and compare their levels of sustainable development (SD) knowledge and attitudes This quantitative data offers a thorough overview of the student population, enabling meaningful generalizations.
"Skills" and "challenges" are subjective and context-dependent, requiring a deeper exploration of individual experiences To capture this complexity, structured interviews are conducted with teachers who participated in EP Their firsthand insights into the skills students develop and the challenges they encounter in the context of SD are invaluable These teachers, closely connected to the students' experiences, offer comprehensive and contextual information.
Analytical Framework
This first phase took place from April 07, 2023, to May 19, 2023.
A questionnaire was developed to evaluate the students' knowledge and attitudes towards sustainable development (SD) This tool was designed to gather relevant information while ensuring the validity and reliability of the data collected.
Participants in the study were selected through a strategic sampling method, which included both students engaged in experiential learning (EP) and those not involved, facilitating a comparative analysis between the two groups.
Data collection involved administering a questionnaire to selected participants, which included explaining the research purpose, securing informed consent, and ensuring the confidentiality of their responses.
After collecting data, various analysis techniques were employed to extract insights and draw conclusions Descriptive statistics summarized the participants' knowledge and attitudes toward sustainable development (SD) Additionally, Cronbach's alpha was calculated to assess the internal consistency of the questionnaire items, while underlying dimensions were identified to validate the measurement model.
"exploratory factor analysis (EFA)" and "confirmatory factor analysis (CFA)" were conducted To verify the hypothesized relationships and assess the overall model fit,
Structural equation modeling (SEM) was employed to analyze the relationships and effects of variables Following the SEM analysis, an interdependent-samples t-test in SPSS was conducted to compare the means of two groups This analytical approach facilitated the assessment of the impact of educational programs (EP) on participants' knowledge and attitudes (Pallant, 2020).
METHODOLOGY
Quantitative Phase
This first phase took place from April 07, 2023, to May 19, 2023.
A questionnaire was developed to evaluate the students' knowledge and attitudes toward sustainable development (SD) This tool was designed to gather relevant information while ensuring the validity and reliability of the data collected.
The research utilized a sampling strategy to select participants, which included both students involved in the EP and those who were not, facilitating a comparative analysis between the two groups.
Data collection involved administering a questionnaire to selected participants, which included explaining the research purpose, obtaining informed consent, and ensuring the confidentiality of their responses.
Following data collection, various analysis techniques were employed to extract insights and conclusions Descriptive statistics summarized participants' knowledge and attitudes toward sustainable development (SD) Additionally, Cronbach's alpha was calculated to assess the internal consistency of the questionnaire items, while underlying dimensions were identified to validate the measurement model.
"exploratory factor analysis (EFA)" and "confirmatory factor analysis (CFA)" were conducted To verify the hypothesized relationships and assess the overall model fit,
Structural equation modeling (SEM) was employed to analyze the relationships and effects of variables, followed by an interdependent-samples t-test in SPSS to compare the means of two groups This analytical approach facilitated the assessment of the impact of educational programs (EP) on participants' knowledge and attitudes (Pallant, 2020).
The questionnaire developed by Gericke et al (2019) aimed to assess the impact of Education for Sustainable Development (ESD) in Sweden, featuring fifty items that explore the 'sustainability consciousness' construct Sustainability is built on three pillars: environmental, economic, and social dimensions, which focus on biodiversity, market-based growth, and equity, respectively Despite criticisms of potentially promoting a neoliberal agenda, sustainable development (SD) remains a crucial framework for achieving global social, economic, and environmental goals The interconnected three-pillar model, despite some concerns about its environmental focus, is widely supported by international organizations and governments UNESCO's framework outlines subthemes for each SD dimension, enhancing understanding and learning, with social subthemes addressing human rights and gender equality, environmental subthemes focusing on climate change and disaster mitigation, and economic subthemes revolving around poverty reduction and corporate responsibility.
Standard metrics were established to assess students' knowledge and attitudes for each attribute Respondents utilized a Likert-type scale to indicate their level of agreement or disagreement with various statements, ranging from "Strongly Agree" (=1) to "Strongly Disagree" (=5), with a neutral option at the midpoint (=3) (Gericke et al., 2019).
Under the 'Knowledge' construct (K), the following items are rendered by Gericke et al (2019) with their code rendered by the author for SPSS and AMOS steps as in Table 3.1.
Table 3.1Items under the 'Knowledge' construct coded by the author
KEnv1 "Reducing water consumption is necessary for sustainable development." KEnv2 "Preserving nature is NOT necessary for sustainable development."
KEnv3 "Sustainable development demands that we humans reduce all sorts of waste."
KEnv4 "Preserving the variety of living creatures is necessary for sustainable development (preserving biological diversity)."
KEnv5 "Sustainable development requires a shift to renewable natural resources."
KEnv6 "For sustainable development, people need to be educated in how to protect themselves against natural disasters."
KSoc1 "Improving people's chances for a long and healthy life contributes to sustainable development."
KSoc2 "A culture where conflicts are resolved peacefully through discussion is necessary for sustainable development."
"People who exercise their democratic rights are necessary for sustainable development (for example, they vote in elections, involve themselves in social issues, and express their opinions)."
KSoc4 "Reinforcing girls' and women's rights and increasing equality around the world is necessary for sustainable development."
KSoc5 Respecting human rights and reinforcing human responsibilities are necessary for sustainable development. h
KSoc6 "To achieve sustainable development, all the people in the world must have access to good education."
KSoc7 "Having respect for other cultures is necessary for sustainable development."
KSoc8 "For sustainable development, major infectious diseases such as HIV/AIDS and malaria must be stopped."
KEco1 "Economic development is necessary for sustainable development."
KEco2 "Sustainable development requires that companies act responsibly toward their employees, customers, and suppliers."
KEco3 "Sustainable development requires a fair distribution of goods and services among people in the world."
KEco4 "Wiping out poverty in the world is necessary for sustainable development."
KEco5 "Sustainable development demands that people understand how the economy functions."
The KEnv2 is designed to assess student attention, while the KSoc5 has been adapted based on specific considerations The Ministry of Justice of the United Kingdom et al (2009) notes that discussions on the interplay between rights and duties often reference Wesley Hohfeld's analytical framework, which posits that rights provide a legal advantage, particularly in the form of 'claim rights.'
Hohfeld's concept of "correlative duties" highlights that the exercise of a right inherently requires an obligation from others, particularly the state, to uphold that right For example, the European Convention on Human Rights (ECHR) enshrines the right to life, which imposes a negative duty on states to avoid unjustly taking lives, except in very limited circumstances The determination of whether a legal provision qualifies as a 'right in the strict sense' hinges on the existence of a corresponding duty Contemporary legal theory has evolved to recognize that rights, especially human rights, create a 'cluster' of associated duties and obligations rather than merely defining legal relationships Moreover, these modern interpretations incorporate moral theory to underscore the justificatory nature of human rights, positioning them as moral and political foundations for rights-based duties, thereby asserting that rights take precedence over duties Ultimately, the vision of "a society for all" emphasizes the active participation of individuals, each endowed with rights and responsibilities.
Summit for Social Development, Copenhagen, 6-12 March 1995, para 66" (UN,
2016) Likewise, respecting human rights and strengthening human responsibilities are crucial for SD (Vuong, 2021).
Under the 'Attitudes' construct (A), the following items are rendered by Gericke et al (2019) with their code for SPSS and AMOS steps as in Table 3.2.
Table 3.2Items under the 'Attitudes' construct coded by the author
AEnv1 "I think that using more natural resources than we need does NOT threaten the health and well‐being of people in the future."
AEnv2 "I think that we need stricter laws and regulations to protect the environment."
AEnv3 "I think it is important to take measures against problems that have to do with climate change."
AEnv4 "I think it is OK that each one of us uses as much water as we want."
ASoc1 "I think that everyone ought to be allowed to acquire the knowledge, values, and skills that are necessary to live sustainably."
ASoc2 "I think that we who are living now should make sure that people in the future enjoy the same quality of life as we do today." h
ASoc3 "I think that the government should provide financial aid to encourage more people to make the shift to green cars."
ASoc4 "I think that the government should make all its decisions based on sustainable development."
ASoc5 "I think that it is important that people in society exercise their democratic rights and become involved in important issues."
ASoc6 "I think that women and men throughout the world must be given the same opportunities for education and employment."
AEco1 "I think that companies have a responsibility to reduce the use of packaging and disposable articles."
AEco2 "I think it is important to reduce poverty."
AEco3 "I think that companies in rich countries should give employees in poor nations the same conditions as in rich countries."
AEco4 "I think that people who pollute land, air, or water should pay for the damage they cause to the environment."
The sample size was determined using Yamane's (1967) sampling size calculation method, which assumes a 95% confidence interval, a 5% error margin, and a probability (p) of 0.05, as outlined in the simplified equation below.
The total population N is 12,000 students Thus, the expected sample size n was
A total of 410 students participated in the survey, but to accurately assess participation in the EP held in Singapore in December 2022, 22 responses indicating "Yes" were excluded HITC emailed the survey to 20 students who attended the event, with 13 completing it again Additionally, two students who chose not to share their information were removed from the final count, resulting in a total of 386 valid samples for the research.
Table 3.4Student year by SPSS
Import and Export Business Administration 26 6.7
Restaurant Administration and Food Services 8 2.1
Table 3.8EP Participants by SPSS
Internal consistency is a crucial aspect of scale reliability, indicating how well the items within a scale measure the same underlying construct A key indicator of this is Cronbach's alpha coefficient, which ideally should exceed 7 (DeVellis, 2012) However, Cronbach's alpha is sensitive to the number of items in a scale, often yielding lower values, such as 5, in shorter scales with fewer than ten items In such cases, it may be more useful to report the mean inter-item correlation, which Briggs and Cheek (1986) suggest should ideally fall between 2 and 4.
The Cronbach's Alpha values for the variables designated for the next phase are presented below Although the 'KEnv' construct has a Cronbach’s Alpha value below 0.70, it is essential to keep KEnv and its observed variables in this initial "filter" for assessing "model fitness."
Table 3.9Cronbach's Alpha Value of KEnv by SPSS
Table 3.10Item-Total Statistics of KEnv by SPSS
Table 3.11Cronbach's Alpha Value of KSoc by SPSS
Table 3.12Item-Total Statistics of KSoc
Table 3.13Cronbach's Alpha Value of KEco by SPSS
Item Corrected Item-Total Correlation
Item Corrected Item-Total Correlation
Table 3.14Item-Total Statistics of KEco by SPSS
Table 3.15Cronbach's Alpha Value of ASoc by SPSS
Table 3.16Item-Total Statistics of ASoc by SPSS
Table 3.17Cronbach's Alpha Value of AEco by SPSS
Item Corrected Item-Total Correlation
Item Corrected Item-Total Correlation
Table 3.18Item-Total Statistics of AEco by SPSS
"Exploratory factor analysis is often used in the early stages of research to gather information about (explore) the interrelationships among a set of variables…
To ensure the appropriateness of your dataset for factor analysis, it is essential to confirm that the Kaiser-Meyer-Olkin (KMO) Measure of Sampling Adequacy is at least 6 and that Bartlett's Test of Sphericity yields a significant result, with a significance value of 05 or lower (Pallant, 2020, p 214).
Table 3.19KMO and Bartlett's Test by SPSS
KMO Measure of Sampling Adequacy
In Table 3.19, KMO is 0.941 > 0 6 and Sig value is < 0.001 < 0.05
Item Corrected Item-Total Correlation
Table 3.20Total Variance Explained by SPSS
Factor Extraction Sums of Squared Loadings Rotation Sums of
Total % of Variance Cumulative % Total
Table 3.20 reveals that the observed variables are categorized into four groups, whereas five groups were anticipated Consequently, the Pattern Matrix was constructed from the Factor Matrix generated by SPSS According to Pallant (2020), the Pattern Matrix illustrates the factor loadings for each variable, serving as a crucial input for AMOS to develop a Confirmatory Factor Analysis (CFA) diagram.
Table 3.21Pattern Matrix rendered by the author
Qualitative Phase
This phase took place from May 12, 2023, to May 30, 2023.
During Phase 2 of the research, a set of carefully crafted interview questions was developed based on the data analysis from Phase 1 These questions aimed to explore the competencies and challenges related to sustainable development (SD) among teachers involved in the educational program (EP) The intent was to gather rich and specific insights into their experiences and perspectives.
The structured open-ended interview questions were emailed to the three teachers involved in the EP, clearly outlining the purpose and importance of the interviews while ensuring voluntary participation (Dahlin, 2020) Additionally, ethical considerations, including informed consent and confidentiality, were thoroughly addressed during this process (Meho, 2006).
The interviews were conducted using a thematic analysis approach once the teachers agreed to participate (Kiger & Varpio, 2020) The interviews were
Indices SMRM RMSEA CMIN/DF IFI TLI CFI
Post- 0604 073 3.043 896 867 895 h transcribed, and the data were systematically analyzed to identify recurring themes and patterns pertaining to the competencies and obstacles associated with SD.
Thematic analysis allowed for an in-depth exploration of teachers' perspectives and experiences, highlighting key areas like effective teaching strategies, challenges in implementing Education for Sustainable Development (ESD), and potential solutions This qualitative insight enhanced the quantitative findings from Phase 1, offering a well-rounded understanding of the research topic.
Table 3.31List of structured open-ended interview questions rendered by the author
The primary goal of the cultural exchange program themed "Climate Change and Sustainable Development," organized by the Singapore Institute of Technical Education (ITE) in December 2022, is to enhance participants' understanding of climate change issues and promote sustainable development practices The program aims to foster cross-cultural collaboration and knowledge sharing among participants, equipping them with the skills and insights necessary to address environmental challenges effectively Through interactive workshops and discussions, the initiative seeks to inspire innovative solutions and encourage a collective commitment to sustainability in diverse communities.
Q2 How has the Exchange Program contributed to the development of students' knowledge and understanding of sustainable development?
Q3 From your observations, what changes in attitudes or thoughts have you noticed in the students participating in the Exchange Program on sustainable development?
Q4 Can you identify any specific behaviors or actions that students exhibit during or after the Exchange Program that reflect their commitment to sustainable development?
Q5 According to you, what are the main skills that students gain or improve when participating in the Exchange Program?
Q6 Are there any specific challenges or obstacles that students face in relation to sustainable development during the Exchange Program? If yes, how did the students overcome these challenges? h
Q7 How has the Exchange Program integrated sustainable development concepts into the curriculum or activities?
Q8 In your opinion, what are the strengths and weaknesses of the Exchange Program in promoting student participation in sustainable development?
Q9 How has the Exchange Program contributed to your understanding and practice of sustainable development?
Q10 Based on your experience, what recommendations would you make for future exchange programs or initiatives focusing on sustainable development?
Qualitative interviews with teachers involved in the Educational Program (EP) during Phase 2 facilitated an in-depth exploration of the skills and challenges linked to Sustainable Development (SD) Utilizing thematic analysis provided a structured and thorough examination of the qualitative data, leading to impactful findings that enhanced the overall research results.
This research focuses on teachers to gain a comprehensive understanding of their perspectives on sustainable development (SD) skills and the challenges faced by students The insights from three teachers provide valuable assessments of student performance in the Educational Program (EP) Teachers play a crucial role in shaping students' understanding and engagement with sustainable development Due to time constraints and limited access to students from other institutions, engaging with teachers serves as an effective method for collecting qualitative data Their firsthand knowledge of teaching strategies and the challenges they encounter significantly contributes to the advancement of Education for Sustainable Development (ESD) at HITC.
The first step in thematic analysis involves thoroughly familiarizing oneself with the entire data set through active and repetitive reading Themes are developed by analyzing, integrating, comparing, and graphically mapping the relationships between patterns This research employed inductive analysis, where themes are directly derived from the classified data, leading to themes that closely reflect the original data and represent the overall information set (Kiger & Varpio, 2020).
Table 3.32Theme of "skills" rendered by the author
Time management skills Students learn to effectively manage their time, ensuring efficient task completion.
Critical thinking skills Students develop their critical thinking skills, allowing them to analyze and evaluate SD issues.
Students acquire effective communication skills, including language proficiency and the capacity to convey ideas and information.
Presentation skills Students acquire the ability to effectively communicate their ideas and findings to others.
Leadership skills Students cultivate leadership qualities, empowering them to initiate and direct SD initiatives.
Teamwork skills Students learn to work cooperatively with others, nurturing cooperation and synergy.
Creative skills Students cultivate their creativity, allowing them to generate innovative solutions to SD issues. h
Table 3.33Theme of "challenges" rendered by the author
Students struggle with language proficiency and lack specialized knowledge in certain fields, including science and technology and logistics.
The brief duration of EP may limit the depth and completeness of the learning and implementation process.
Practical application Students may have difficulty translating theoretical knowledge into real-world applications.
Achieving SD frequently necessitates the synchronization of diverse systems, which can be difficult due to distinctions in vision, social mechanisms, culture, and consciousness.
Some SD initiatives may necessitate substantial funding, which can present difficulties for students in terms of implementation and feasibility. h
FINDINGS
Knowledge
In the quantitative phase of the study, an independent-samples t-test was performed to analyze the "knowledge" scores between male and female participants The results indicated that the mean scores for both genders exceeded the neutral value of 3, highlighting a significant level of knowledge among the participants.
Table 4.1'Knowledge' Group Statistics by SPSS
Table 4.2Independent Samples Test of 'Knowledge' by SPSS
Levene's test for Equality of Variances t-test for Equality of Means
Based on Table 4.1 and Table 4.2, there was no significant difference in mean values for females (M = 4.3398, SD = 0.4735) and males (M = 4.2378, SD = 0.5404; t
In the qualitative phase, students demonstrated a strong understanding of sustainable development (SD), with A2.1 highlighting that they receive up-to-date information on climate change and learn how to adopt eco-friendly lifestyles This experience fosters teamwork and knowledge exchange, while also allowing students to connect with peers and immerse themselves in the culture of another country A2.2 emphasized that students possess a clear awareness of climate change impacts, further supported by A2.3’s insights on sustainable development practices.
Male 154 4.2378 0.5404 h building infrastructure toward green areas; supply chain in retail; application of technology in agriculture, in life; recycled products; solar energy system; …"
Attitudes
In the quantitative phase of the study, an independent-samples t-test was performed to analyze the differences in "attitudes" scores between males and females The results revealed that the mean scores for both genders exceeded the neutral value of 3, indicating a positive attitude among participants.
Table 4.3'Attitudes' Group Statistics by SPSS
Table 4.4Independent Samples Test of 'Attitudes' by SPSS
Levene's test for Equality of Variances t-test for Equality of Means
Based on Table 4.3 and Table 4.4, there was a significant difference in mean values for females (M = 4.2552, SD = 5104) and males (M = 4.3971, SD = 5245; t
In the qualitative phase, students demonstrated an awareness of the seriousness of climate change, acknowledging the importance of adopting strategies to reduce environmental impact both in their learning environments and everyday lives.
Prepare to share the key aspects of the exchange program with your family and friends According to A3.2, students are increasingly engaged with climate-related issues and are proposing solutions to mitigate its effects A3.3 highlights the reflections and apprehensions experienced while living and studying for two weeks in the developed nation of Singapore.
The article emphasizes the importance of integrating culture, education, and cuisine with technology and sustainable infrastructure in urban development It advocates for green spaces that connect people to nature and highlights the benefits of recycling Additionally, it discusses the need for classroom environments that resonate with learners' emotions and a traffic system that is synchronized, convenient, and economical The focus is on promoting efficient and civilized dining options, as well as scientific approaches to studying and working, all aimed at enhancing overall urban growth.
Table 4.5Post-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 1 standard deviation, A goes up by 0.956 standard deviations.
Skills
Table 3.32 highlights essential skills for students to engage actively in sustainable development (SD) Key competencies include effective communication, collaboration, and presentation skills, which enable students to articulate ideas and work cohesively in teams Additionally, critical thinking skills are crucial for analyzing SD challenges, while time management skills ensure timely completion of assignments Creative thinking is also fostered, allowing for innovative solutions to SD issues, alongside the development of leadership skills that empower students to initiate and lead sustainable initiatives Together, these competencies enhance students' active participation in SD efforts.
Challenges
Table 3.33 highlights the challenges students encounter in actively contributing to sustainable development (SD), including language proficiency issues and a lack of specialized knowledge in areas like logistics, science, and technology.
The primary challenge in addressing climate change is the language barrier and the specialized knowledge required in fields such as logistics, science, and technology, which necessitates that students actively engage with documents to enhance their understanding and English proficiency Achieving sustainable development (SD) often requires the integration of various systems; however, differing perspectives, cultural factors, and social structures can hinder progress Financial limitations can also pose significant challenges for students attempting to implement SD initiatives that demand considerable funding Furthermore, students may find it difficult to apply theoretical knowledge in practical, real-world situations The brief duration of educational programs may restrict the depth and effectiveness of the learning and implementation process, highlighting the obstacles students face and the support they need to contribute meaningfully to sustainable development.
Sustainable development necessitates the synchronization of interconnected systems, a challenge in Vietnam due to varying visions, social mechanisms, cultural differences, and public awareness Additionally, the projects undertaken by students may require financial support to be effectively implemented.
When funding is substantial, students tend to halt the comprehensive survey process; however, with limited budgets, they often invest their own money to pursue their research topics.
DISCUSSIONS
Answers
RQ1 What is the level of knowledge and attitudes toward sustainable development of HITC students?
Students in HCMC pursuing post-secondary education exhibit a strong awareness of sustainable development (SD), gaining both theoretical knowledge and practical experience through educational programs They recognize the serious implications of climate change and show a commitment to addressing environmental challenges The findings reveal no significant difference in SD knowledge between male and female students, challenging traditional gender stereotypes and highlighting the need for inclusive educational practices that provide equal opportunities for all students to engage in sustainability efforts.
The qualitative findings reveal that students are not only aware of the seriousness of climate change but also actively seek solutions and raise awareness within their social circles and families, reflecting a sense of responsibility and commitment to sustainable development (SD) Additionally, quantitative analysis indicates that male students exhibit a more favorable attitude towards SD compared to female students Recognizing these differences can inform the creation of targeted interventions to enhance SD attitudes among all students, irrespective of gender.
The strong positive correlation between knowledge and attitudes highlights the critical role of education in shaping beliefs about sustainable development (SD) This relationship emphasizes that acquiring knowledge can lead to more favorable attitudes towards SD, reinforcing the need for educational initiatives By spreading knowledge, we can cultivate positive mindsets and a collective commitment to tackling the environmental, social, and economic challenges that hinder sustainable development.
RQ2 What are the specific skills possessed by HITC students and the challenges they face regarding sustainable development?
Research highlights essential skills developed by junior college students in Ho Chi Minh City that facilitate significant contributions to sustainable development (SD) These skills go beyond theoretical knowledge, incorporating practical abilities that enable impactful engagement Students with strong communication skills can articulate their ideas, concerns, and solutions clearly Additionally, collaboration skills are emphasized, showcasing the importance of teamwork and synergy Furthermore, the development of presentation skills allows students to confidently share their research and recommendations with an audience.
The curriculum emphasizes critical thinking skills, encouraging students to question established practices and explore alternative solutions related to sustainable development (SD) Students learn to evaluate the potential consequences of their decisions while developing effective time management skills to prioritize tasks and meet deadlines Additionally, the program fosters innovative thinking, prompting students to propose creative solutions to SD challenges Ultimately, leadership skills are cultivated, empowering students to take responsibility and drive sustainable community initiatives.
Research identifies significant challenges students face in sustainable development (SD), including gaps in specialized knowledge in areas like logistics, science, and technology, as well as language proficiency To overcome these hurdles, it is crucial to improve language skills and provide tailored instruction in relevant fields Additionally, achieving SD goals requires the alignment of various systems, which can be hindered by differing perspectives, social structures, cultural norms, and varying levels of awareness Addressing these differences demands a holistic approach that fosters mutual understanding, collaboration, and shared objectives.
Financial constraints can limit students' ability to implement sustainable development (SD) initiatives that require significant funding This highlights the need for adequate resources to support students' innovative ideas and projects Additionally, translating theoretical knowledge into practical applications can be challenging, as students need opportunities to apply what they've learned in real-world contexts Furthermore, the short duration of educational programs may restrict the depth of students' learning and application of knowledge Extending the educational experience or providing additional support can enhance its overall effectiveness.
Implications
This research highlights the significance of integrating Education for Sustainable Development (ESD) into junior college curricula, emphasizing its relevance to various stakeholders involved in post-secondary education and sustainability initiatives.
To equip students with a thorough understanding of climate change and sustainable practices, it is essential to offer specialized courses, seminars, and hands-on learning experiences These initiatives highlight the importance of developing critical thinking, effective communication, teamwork, and leadership skills, empowering students to actively engage in sustainable development efforts.
In post-secondary education, decision-makers can leverage research findings to shape policies that promote sustainable development (SD) This includes directing resources to enhance SD programs, supporting faculty development in sustainable practices, and encouraging partnerships between academic institutions and relevant stakeholders Additionally, the study highlights the critical need to advocate for gender equality and inclusivity in SD initiatives.
Research findings provide educators with insights into the skills and challenges students encounter This information enables teachers to adapt their teaching methods and create learning environments that enhance students' communication, collaboration, critical thinking, and problem-solving skills Targeted interventions, including language support programs and interdisciplinary collaborations, can effectively address gaps in language proficiency and specialized knowledge.
This study highlights the importance of empowering students and aspiring professionals to take proactive steps in promoting sustainable development (SD) By assessing their knowledge, attitudes, and skills, students can identify areas for improvement and seek personal growth in sustainable practices The findings inspire participation in interdisciplinary collaborations and innovative initiatives that advance SD Integrating sustainable practices into students' daily lives and future careers is essential for achieving SD goals and building a more resilient and sustainable society.
Limitations
Notwithstanding the valuable insights that this research offers regarding the knowledge, attitudes, skills, and challenges of post-secondary students in relation to h
Recognizing the limitations of sustainable development (SD) in higher education is crucial for fostering a fair and unbiased evaluation of research findings By clearly outlining these constraints, we can guide future research efforts to address these gaps and enhance our understanding of SD in the academic landscape.
The research conducted in Ho Chi Minh City (HCMC) may not be applicable to other regions or educational contexts in Vietnam due to its limited sample size of students and teachers Caution is advised when extrapolating these findings to larger populations To improve junior college students' understanding of sustainable development (SD) in HCMC, it is essential to pursue further research encompassing a broader range of programs, curricula, and educational environments This approach would provide a more thorough and accurate insight into the knowledge, attitudes, skills, and challenges related to SD among students in the region.
This research employed data acquisition methods such as Likert-scale questionnaires and structured interviews, which have inherent limitations Likert-scale questionnaires may introduce response biases or social desirability effects, while structured interviews can restrict the amount of data collected Future studies could consider a mixed-methods approach to gain a more comprehensive understanding of students' experiences and perspectives.
This research lacked the direct involvement of key stakeholders such as policymakers, industry experts, and community members Engaging a variety of perspectives in post-secondary education can enhance the overall understanding of sustainable development (SD).
The use of quantitative and qualitative analysis is common in examining knowledge, attitudes, skills, and challenges in post-secondary education However, these methods may not adequately address the complexities of sustainable development (SD) in this context To gain a deeper understanding, it is beneficial to incorporate additional research methodologies, such as observational or longitudinal studies.
A significant limitation of this study is its reliance on cross-sectional data, which captures only a snapshot of interactions between students and teachers at a specific point in time To gain a deeper understanding of how post-secondary education influences sustainable development outcomes, it is essential to conduct longitudinal studies that monitor changes in knowledge, attitudes, and skills over an extended period.
This study concentrated on the cognitive, emotional, and behavioral aspects of students related to the three dimensions of sustainable development (SD) However, it did not explore the integration of the five key dimensions of SD—environmental, social, economic, cultural, and organizational—as outlined by Hristov and Chirico (2022), nor did it assess the practical implementation of behavior modification or skill development.
This research did not assess the long-term effects of Education for Sustainable Development (ESD) on students' behaviors and practices after their education Future studies should investigate how students' skills, beliefs, and competencies are utilized and produce measurable results in sustainable development (SD) within their personal and professional lives.
Future Research
Future research should focus on the findings of this study, particularly by conducting longitudinal investigations to evaluate the lasting effects of Education for Sustainable Development (ESD) on students' cognitive, affective, and behavioral aspects Such studies can track participants over time, allowing for an in-depth analysis of their sustainability practices and contributions to sustainable development (SD) across various contexts.
Exploring the effectiveness of various teaching methods within the context of Education for Sustainable Development (ESD) is beneficial Innovative pedagogical techniques, including project-based learning, experiential learning, and interdisciplinary approaches, should be examined for their influence on students' sustainability competencies A comparative analysis of these diverse educational strategies will provide educators and curriculum developers with essential insights into the most effective practices.
Exploring sustainable development (SD) initiatives requires a deeper understanding of the challenges students face, such as limited resources, institutional barriers, and societal norms Graduates can conduct qualitative research to gain insights into these specific obstacles By investigating strategies to address these issues, we can create more effective educational interventions that support students in their pursuit of sustainable development.
Expanding the research scope to include a comparative analysis with other educational institutions or regions can lead to beneficial insights By examining the contextual factors influencing the implementation and effectiveness of Education for Sustainable Development (ESD) alongside researchers from diverse geographical backgrounds, we can gain a more holistic understanding This comparative approach will highlight varied experiences and outcomes, ultimately helping to identify tailored strategies and best practices suited to specific contexts.
Integrating a participatory research methodology that actively engages students, teachers, and key stakeholders, such as policymakers and community leaders, will significantly improve the relevance and effectiveness of future research initiatives By involving these important parties in the research process, we can foster collaborative knowledge production and develop interventions that align with practical needs and priorities.
The impact of technology on education, particularly in the context of sustainable development (SD), offers a rich area for future research Integrating digital tools, virtual platforms, and game-based learning can significantly boost students' motivation and skills in achieving SD knowledge Additionally, examining the potential of emerging technologies like virtual reality and artificial intelligence may reveal innovative opportunities for enhancing educational practices and promoting sustainable actions.
CONCLUSION
This research highlights the knowledge, attitudes, skills, and challenges related to sustainable development (SD) among post-secondary students in Ho Chi Minh City, Vietnam Findings indicate that students possess a strong understanding of SD, even though education for sustainable development (ESD) is not widely implemented Both male and female students demonstrate similar levels of comprehension, challenging gender stereotypes and advocating for inclusive education Additionally, students exhibit skills in communication, cooperation, critical thinking, time management, creativity, and leadership However, they encounter challenges such as language barriers, gaps in specialized knowledge, financial limitations, lack of system synchronization, and difficulties in applying theoretical knowledge to practical situations.
This research impacts post-secondary education and sustainable development (SD) stakeholders by equipping students with essential knowledge and skills for contributing to sustainability It provides valuable insights for policymakers and planners to design effective sustainable educational development initiatives Educators can implement customized interventions to enhance students' competencies, while students can leverage this information to adopt and advance sustainable practices in their lives.
Future research should explore the impact of Education for Sustainable Development (ESD) on graduates' behaviors and practices Additionally, examining teaching methods, pedagogical approaches, and student challenges can enhance educational interventions A comparative analysis of regional outcomes and perspectives will deepen the understanding of sustainable development (SD) in post-secondary education Lastly, integrating technology into ESD can boost student engagement and enhance their knowledge and skills in sustainable development.
This research highlights the importance of comprehensive and transdisciplinary Education for Sustainable Development (ESD), emphasizing the need for collaboration among educational institutions, policymakers, teachers, and students By integrating sustainable development (SD) into curricula, addressing challenges, and fostering essential skills and attitudes, post-secondary education plays a crucial role in promoting ESD This approach not only empowers change agents but also contributes to building a more sustainable and resilient society.
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