INTRODUCTION
Reason of the study
The 1987 Bruntland Commission Report highlighted the importance of sustainability, introducing the concept of sustainable development (SD) (UNESCO, 2021b) Since then, global efforts have intensified to promote SD for a sustainable future, with education recognized as a key pathway As stated by UNESCO (2021c, p 1), "without education and learning for SD, we will not be able to reach that goal." Education for Sustainable Development (ESD) focuses on three dimensions: knowledge, attitudes, and behaviors (KAB) related to SD (UNESCO, 2020).
The Vietnamese Government demonstrated its commitment to Education for Sustainable Development (ESD) through the National ESD Action Plan of 2010-2014, with significant advancements in integrating ESD into the formal education system since 2017, following Decision No 622/QD-TTg Despite these efforts, challenges persist, primarily due to limited research on ESD outcomes Consequently, there is an urgent need for effective monitoring processes to evaluate and assess the impact of ESD within Vietnam's formal education framework.
Research objectives and significance of the study
In 2019, Vietnam achieved the second highest ranking in the Sustainable Development (SD) index among ASEAN countries (Minh, 2019) The Vietnamese Government demonstrated its commitment to Education for Sustainable Development (ESD) through the National ESD Action Plan for 2010-2014, paving the way for significant changes in this area (Minh, 2019) As Vietnam navigates the challenges and opportunities of its rapidly developing economy, research on ESD within the country can provide valuable insights for other developing nations facing similar contexts and situations.
Since the issuance of Decision No 2161/QD – BGDDT by the Ministry of Education and Training (MOET) in 2017, the goal has been established for all high school students in Vietnam to acquire knowledge on Sustainable Development (SD) Additionally, Education for Sustainable Development (ESD) has been formally integrated into Vietnam's education system since 2017 To ensure the effectiveness of this initiative, it is crucial to evaluate the impact of ESD on students' learning outcomes.
Four years of official implementation have aimed to gather local feedback for future policy enhancements Despite this effort, there has been limited research conducted to assess the Education for Sustainable Development (ESD) outcomes among high school students in Vietnam.
Consequently, this study is aimed at:
1 Exploring the high school students’ awareness on SD
2 Investigating the high school students’ KAB towards SD as the outcomes of ESD implementation in Vietnam
The results of the study can be the materials for further studies in order to improve ESD quality and outcomes implementation among high-school students.
Research questions
In line with the research objectives, research questions of the study are as follows:
1 What is high school students’ awareness on SD?
2 What are high school students’ KAB towards SD? a) How is high school students’ knowledge on SD? b) How are high school students’ attitudes towards SD? c) How are high school students’ behaviors towards SD?
Scope of the study
This study examines the awareness, knowledge, attitudes, and behaviors of Vietnamese high school students regarding sustainable development (SD) In line with the Ministry of Education and Training (MOET) directive No 2161/QD – BGDDT, which aims for all Vietnamese high school students to possess knowledge about SD by 2020, data was collected to assess their understanding of this critical topic The findings provide insights into the current state of SD awareness among students in Vietnam.
4 and compared with the targets and goals set for SD in Vietnam The research was conducted in the period from August 2021 to March 2022 h
THEORETICAL CONSIDERATION and METHODOLOGY
Literature review
2.1.1 The development of ESD a, The history of ESD
ESD is considered as “the key instrument to achieve SDGs (UNESCO, 2017)” According to UNESCO (2014), the history of ESD links to the Rio Earth Summit in
1992 By the effort of many UN member states, ESD was established and developed throughout the time
The crucial role of ESD was globally recognized in the Rio Earth Summit 1992, also known as UNCED 1992 (UNESCO, 2014a) At the Summit, the Agenda 21 of the
The UN Conference on Environment and Development (UNCED) was endorsed by 178 member states, with UNESCO designated as the lead agency for coordinating Chapter 36 of Agenda 21, which focuses on education, training, and public awareness for sustainable development (SD) This chapter emphasizes that education is a vital tool for facilitating the transition to sustainable development.
Launched in 2005, the United Nations Decade for Education for Sustainable Development (DESD) aimed to promote ESD globally until 2014 Over this decade, many countries reoriented their education systems towards sustainable development (SD) as part of their commitment to ESD outlined in Agenda 21 An International Implementation Scheme (IIS) was established to connect various global initiatives supporting ESD Consequently, innovative teaching and learning methods for ESD were explored across diverse sectors, enhancing educational practices worldwide.
Between 2015 and 2019, UNESCO established the Global Action Program on Education for Sustainable Development (GAP) following the Decade of Education for Sustainable Development (DESD) This initiative recognized Education for Sustainable Development (ESD) as a crucial driver for achieving all Sustainable Development Goals (SDGs) (UNESCO, 2020, p.16) The growing global acknowledgment of ESD led to the formation of partner networks worldwide to implement GAP and enhance ESD initiatives GAP aims to generate and scale up actions across all educational levels to accelerate progress toward sustainability (UNESCO, 2014a, p 14) The successful implementation of GAP has significantly strengthened the momentum for ESD (UNESCO, 2014a).
Founded in 1992 by UN member states and coordinated by UNESCO, Education for Sustainable Development (ESD) has significantly evolved, enhancing its influence on global education Today, ESD plays a crucial role in advancing sustainable development (SD) initiatives, demonstrating broader and deeper impacts than ever before.
Since 1992, Education for Sustainable Development (ESD) has been recognized as a crucial component in advancing sustainable development (SD), with significant promotion through the United Nations' Decade of Education for Sustainable Development (DESD) from 2005 to 2014 The final report by UNESCO in 2014 highlights that ESD has achieved substantial progress across various dimensions.
Education for Sustainable Development (ESD) is globally recognized as a crucial element in achieving sustainable development (SD), as highlighted by UNESCO (2014b) It aligns educational objectives with the pressing challenges of our time, addressing economic, environmental, and social dimensions of sustainability (Pauw et al., 2015; Gough, 2002) ESD is increasingly viewed as a lifelong learning process that transcends traditional literacy and numeracy, fostering values and responsibilities essential for sustainability (UNESCO, 2014b) Consequently, many nations have integrated ESD into their national education strategies to promote a more sustainable future.
Secondly, ESD has gained increasing engagement by diverse stakeholders Political leadership plays an important role in coordinating ESD into the national h
Seven key development strategies play a crucial role in implementing Education for Sustainable Development (ESD) at both national and subnational levels (UNESCO, 2014b) The active involvement of political leaders, alongside the commitment from various stakeholders—including private sectors, educational institutions, governments, and organizations—significantly enhances the promotion of ESD (UNESCO, 2014b).
Finally, as reported by UNESCO (2014), ESD has been coordinated at all levels and areas of education Supported by the increasing policy attention, ESD is strongly
Sustainability has become a primary objective in education systems globally, as highlighted by UNESCO (2014b, p 36), which emphasizes its integration into formal education Additionally, Education for Sustainable Development (ESD) has gained traction in non-formal education through informal, technical, and vocational training initiatives worldwide (UNESCO, 2014b).
Since its recognition in 1992, Education for Sustainable Development (ESD) has emerged as a crucial driver for achieving the Sustainable Development Goals (SDGs) (UNESCO, 2020) Its influence extends beyond mere contributions to sustainable development, impacting various levels and areas of development in profound ways Supported by stakeholders, ESD continues to evolve, gaining unprecedented momentum However, the journey towards sustainable development is not without its challenges and obstacles in the implementation of ESD.
Internationally recognized to play a crucial role in coordinating SD (UNESCO,
Since 2020, Education for Sustainable Development (ESD) has made remarkable progress, bolstered by supportive policies in numerous countries Nonetheless, there remain considerable discrepancies between national policy formulation and the actual implementation of these policies at the local level.
The integration of Education for Sustainable Development (ESD) into national education strategies faces significant limitations and challenges Key barriers include insufficient incorporation of ESD into national development plans and a lack of support from policymakers in various countries (UNESCO, 2014b) Furthermore, existing ESD policies often fail to address the specific needs of education systems In Malaysia, for instance, the evaluation of ESD policies reveals that many built indicators are deemed "not relevant" or "partially available" for development (Mokshein, 2019) The absence of enforced monitoring and evaluation mechanisms hinders effective implementation of ESD initiatives.
8 national educational policies to be translated into meaningful ESD performance in individual schools at local levels (Cala, 2018)
On the other hand, the feedback as the outcomes of ESD implementation to the policy – making process is limited It is proved that good ESD implementation is prevented by the lack of integration or the feedback loops from local levels to the policy – making process at the national levels (Jucker & Mathar, 2015) There is a need to improve the monitoring and evaluation in order to provide the evidence for future investment and policies for ESD However, to date, ESD learning outcomes are limitedly monitored and evaluated (UNESCO, 2014b), hardly providing meaningful feedback for the development and effectiveness of further investment and policies
In conclusion, the absence of local feedback in national educational policy-making significantly hinders effective Education for Sustainable Development (ESD) implementation To bridge the gap between national education strategies and their actual execution, it is essential to enhance feedback on ESD performance Investigating ESD outcomes in individual schools at the local level is crucial for ensuring that educational policies translate into impactful ESD practices.
2.1.2 ESD implementation in Vietnam a, Development situation in Vietnam
Vietnam’s achievements since 1986 “Doi Moi”
Since the political and economic reform under “Doi Moi” in 1986, over the past
Over the past 30 years, Vietnam has experienced remarkable development, transitioning from a centrally planned economy to a more industrial and market-based system due to the "Doi Moi" reforms (CIA, 2021) This shift has significantly accelerated economic growth, while also addressing and reducing social issues, ultimately enhancing the living standards of the Vietnamese people.
In the last three decades, Vietnam's economy has seen impressive growth, with its GDP per capita rising 2.7 times between 2002 and 2018, resulting in over 4.5 million people being lifted out of poverty, according to The World Bank.
Working concepts and theoretical consideration
Sustainable Development (SD) is commonly defined as the approach that fulfills the needs of the present while ensuring that future generations can also meet their own needs, as highlighted in the 1987 Brundtland Commission Report.
In 2015, the UN adopted the Sustainable Development Goals (SDGs) as a
The United Nations Development Programme (UNDP, 2022) emphasizes a universal call to action aimed at eradicating poverty, safeguarding the planet, and ensuring that by 2030, every individual experiences peace and prosperity To achieve sustainable development (SD), it is crucial to recognize that all Sustainable Development Goals (SDGs) are interconnected and require a harmonious balance among environmental, social, and economic factors.
Education for Sustainable Development (ESD)
Education for Sustainable Development (ESD) is a crucial pathway to achieving Sustainable Development (SD), as highlighted by UNESCO (2021a) Defined by UNESCO, ESD is “a process of learning how to make decisions that consider the long-term future of economy, ecology, and equity of all communities” (Kagawa, 2007, p 318) It is a lifelong learning journey that empowers individuals with the knowledge, skills, values, and attitudes necessary to make informed decisions and take responsible actions for environmental integrity, economic viability, and social justice (UNESCO, 2021, p 1).
Regarding of the background information and evidences given in the literature review, a conceptual framework of students’ KAB towards sustainable development can be built as follows:
Figure 3.1 Conceptual framework created by the author
The study examines three independent variables: type of school, gender, and academic level It focuses on two dependent variables: high school students' awareness of sustainable development (SD) and their knowledge, attitudes, and behaviors (KAB) regarding SD.
The analytical framework combines two main parts: i) high school students’ awareness of SD; and ii) their KAB towards SD The detailed analytical framework is described as bellows:
Table 3.1 Analytical framework created by the author
1 High school students’ awareness on SD
SD i) High school students' awareness on SD ii) High school students' KAB towards SD
High school students’ knowledge towards SD
Environmental dimension Economic dimension Social dimension High school students’ attitudes towards SD
Environmental dimension Economic dimension Social dimension High school students’ behaviors towards SD
Environmental dimension Economic dimension Social dimension
In terms of students’ awareness of SD, according to the Cambridge dictionary,
“awareness” is “knowledge that something exists” Taylor & Creech (2012) analyze
The article explores teachers' awareness of Education for Sustainable Development (ESD) through two key aspects: their familiarity with the term and the sources of their awareness Additionally, it examines high school students' awareness of Sustainable Development (SD) using an analytical framework based on Taylor & Creech (2012) This framework identifies three categories that contribute to students' awareness: their familiarity with the term SD, their understanding of its definition, and the sources from which they derive their awareness.
A KAP survey was utilized to assess high school students' knowledge, attitudes, and behaviors (KAB) towards sustainable development (SD) in Hanoi This widely recognized tool helps gauge community insights by examining what individuals know, how they feel, and their corresponding practices (Ahamad & Ariffin, 2018) The survey comprises three sections of Likert-scale questions: the first focuses on knowledge, the second on attitudes, and the third on behaviors (Cala, 2018) Recently, this KAP survey was conducted to gather relevant data.
19 in various studies of the environment (Ahamad & Ariffin, 2018) In this study, a KAP survey is also conducted to measure high school students’ KAB towards SD
In terms of classifying three dimensions of SD, Barbier & Burgess (2017) built up a framework in order to classify 17 SDGs into three integrated dimensions as follows:
Figure 3.2 SDGs classification (Barbier & Burgess, 2017)
Barbier & Burgess (2017) identify key Sustainable Development Goals (SDGs) within the environmental dimension, which encompass SDG 11 for sustainable cities and communities, SDG 12 focusing on responsible consumption and production, SDG 13 aimed at climate action, SDG 14 concerning life below water, and SDG 15 addressing life on land In the economic dimension, their framework highlights SDG 1 targeting no poverty, SDG 2 promoting zero hunger, SDG 3 ensuring good health and well-being, SDG 6 advocating for clean water and sanitation, and SDG 7 supporting affordable and clean energy.
Sustainable Development Goals (SDGs) play a crucial role in promoting economic growth and social equity SDG 8 emphasizes the importance of "good jobs and economic growth," while SDG 9 focuses on "industry, innovation, and infrastructure." Additionally, the social dimension of sustainable development includes SDG 4, which advocates for "quality education," SDG 5 promoting "gender equality," SDG 10 aimed at "reducing inequality," SDG 16 ensuring "peace, justice, and strong institutions," and SDG 17 fostering "partnerships for the goals."
To achieve sustainable development, it is essential to balance and integrate the goals across the three dimensions: environmental, social, and economic (Barbier & Burgess, 2017) This study adopts the analytical framework established by Barbier & Burgess (2017) to assess students' knowledge, attitudes, and behaviors (KAB) towards sustainable development (SD).
Methodology
This study utilizes a mixed-method approach, incorporating an online survey to assess knowledge, attitudes, and self-reported behaviors (KAB) regarding sustainable development (SD) among high school students in Hanoi To gather qualitative data, in-depth interviews were conducted online with students from selected schools, ensuring the process was conducted in Vietnamese Subsequently, the survey results and interview transcripts were translated into English for analysis by the author.
Among ASEAN countries, Vietnam ranked second in the sustainable index in
In 2019, the Vietnamese government reaffirmed its commitment to Education for Sustainable Development (ESD) as outlined in the National ESD Action Plan for 2010-2014 This dedication at the highest levels highlights the importance of conducting research in Vietnam, which can provide valuable insights for other developing countries facing similar contexts and challenges.
The study focuses on Hanoi, a city of significant importance in Vietnam, following the Politburo’s Resolution 15/NQ-TW signed in 2015 This resolution outlines strategic orientations and tasks aimed at fostering the development of Hanoi.
By 2030, with a vision extending to 2045, Hanoi is recognized not only as the capital of Vietnam but also as a pivotal center for education and a key driver of growth in the Red River Delta and the nation as a whole The objectives for Hanoi include rapid and sustainable economic development, alongside a strong commitment to social progress and environmental protection.
A study on the outcomes of ESD (Education for Sustainable Development) implementation in Hanoi will contribute valuable insights towards achieving sustainability goals, not only for Hanoi but also for other cities and regions across Vietnam.
In this study, two schools were randomly selected: 21 in Phuc Tho district and Nguyen Binh Khiem Private High School in Cau Giay district, Hanoi, ensuring a balance between public and private institutions as independent variables.
The survey is designed based on the Likert – type scale survey by Michalos et al
(2012) in measuring students’ knowledge, attitudes and self-reported behaviors concerning SD The survey includes 3 sections
The study's first section aimed to gather independent variables such as school type, academic level, and gender The subsequent sections focused on dependent variables, with the second section assessing students' awareness of Sustainable Development (SD), including their familiarity with the term, sources of awareness, and understanding of its definition The third section investigated students' knowledge, attitudes, and behaviors regarding SD The questions were specifically tailored to align with Vietnam’s Sustainable Development Goals (SDGs) outlined in the National Action Plan (The Government Office, 2017).
● Type of school: the respondents were given two options about the school they are studying in Hanoi, which are Van Coc public school and Nguyen Binh Khiem private school
● Academic level: the respondents were asked what grade they are in with 3 options: 10 th , 11 th , and 12 th
● Gender: the respondents were asked to choose one option for their gender which are: male, female and others
● Familiarity with the term of SD: the respondents were asked if they ever heard about the term of SD There are two options: yes and no h
● Sources of awareness on SD: the respondents were asked the sources which they gained awareness on SD The respondents can give multiple answers for this question
● Awareness of the definition of SD: the respondents were asked to point out the exact definition of SD among three options
The third section includes 3 parts with 53 Likert-questions, following the KAP survey by Michalos et al (2012)
A KAP survey is a widely utilized tool to assess community knowledge, attitudes, and behaviors (Ahamad & Ariffin, 2018) It aims to uncover what individuals know (knowledge), how they feel (attitudes), and their actions (practice) (Vandamme, 2009, cited from Ahamad & Ariffin, 2018) Recently, KAP surveys have been applied in environmental studies (Ahamad & Ariffin, 2018) This study employs a KAP survey to evaluate high school students’ perspectives on sustainable development (SD) Michalos et al (2012) conducted a similar survey in Manitoba, Canada, to assess students’ knowledge, attitudes, and behaviors regarding SD, following the UN's formal SD concept The survey comprises three sections: the first assesses students’ knowledge, the second their attitudes, and the third their behaviors towards SD, with respondents indicating their level of agreement on a Likert scale from “strongly disagree” to “normal.”
A study by Michalos et al (2012) included options for respondents to indicate "agree," "strongly agree," "don't know," and "don't understand" in a questionnaire The findings revealed that students demonstrated a greater understanding of the environmental and social aspects of sustainable development (SD) compared to the economic dimension.
This study utilizes a Likert-scale questionnaire developed by Michalos et al (2012) as its survey instrument The Knowledge, Attitude, and Practice (KAP) survey aligns with Vietnam's Sustainable Development Goals (SDGs) for 2030 Each question in the survey offers seven response options ranging from "strongly disagree" to "strongly agree."
“neutral”, “agree”, “strongly agree”, “do not know”, and “other opinion”, coded as 1, 2,
3, 4, 5, 0, and 6, respectively for statistic analysis
● Part 1 includes 17 questions to explore the students’ knowledge on SD
● Part 2 includes 18 questions to explore the students’ attitudes towards SD
● Part 3 includes 18 questions to explore the students’ behaviors towards SD
In response to the Covid-19 pandemic, an online survey was conducted using Google Forms targeting students from Van Coc Public School in Phuc Tho district and Nguyen Binh Khiem Private School in Cau Giay district, Hanoi The survey aimed to gather insights from a total population of 200 students, equally divided with 100 participants from each school The actual number of respondents to the survey will be reported.
Out of 152 respondents, 36.2% are males (n = 55) and 63.8% are females (n = 96) The majority of participants, 61.2% (n = 93), are from Van Coc public school, while 38.8% (n = 59) come from Nguyen Binh Khiem private school The survey includes students from all high school grades, with the highest response rate from grade 10 at 40.1% (n = 61), followed by grade 11 at 31.6% (n = 47), and grade 12 at 28.3% (n = 43) This disparity in responses among academic levels can be attributed to the increased workload and preparation for graduation and entrance exams faced by higher-grade students, making it more challenging for them to participate in the survey.
The independent variables of the studies are shown in Table 4.1:
Table 4.1 Independent variables of the study
Nguyen Binh Khiem private school 59 38.8%
Following the collection and analysis of survey data, semi-structured interviews were conducted to gain a deeper understanding of the situation A purposive snowball sampling method was employed to reach high school students from Nguyen Binh Khiem Private School and Van Coc Public School for participation in the interviews.
All interviews were conducted online via Zoom, with participants granting permission for recording at the outset The semi-structured format allowed interviewees to share spontaneous insights (Thao, 2021), enriching the qualitative data gathered from in-depth interviews and complementing the quantitative data from the online survey These semi-structured interviews focused on two key areas: high school students' awareness of sustainable development (SD) and their knowledge, attitudes, and behaviors (KAB) towards SD.
There are totally 5 participants agreeing to do the interviews: 3 students from Van Coc public school and 2 students from Nguyen Binh Khiem private school Among
5 interviewees, there are 2 male and 3 female students Each interviewee was given an
ID as “ID number” (Thao, 2021) The record was transcribed and analyzed with qualitative thematic analysis
Qualitative data analysis provides inclusive information to survey data As a result, the findings of the study are more conclusive and detailed h
Findings and discussion
Findings
3.1.1 ESD integration into the formal high school curriculum
In-depth interviews conducted in this study uncovered valuable insights into the integration of Education for Sustainable Development (ESD) in two high schools While not the primary research focus, these findings offer a crucial understanding of how students perceive ESD within their school curriculum.
Phuong (2020) highlights the integration of Education for Sustainable Development (ESD) into Vietnam's high school curriculum across various subjects, including geography, civic education, physics, and biology Insights from in-depth interviews conducted in this study provide a deeper understanding of ESD implementation from the students' perspectives, as shared by participant ID 02.
Throughout my education, I've learned about sustainable development (SD) in various subjects, emphasizing that our current actions significantly impact our future Additionally, my school fosters community engagement through a volunteer club dedicated to assisting those in need and promoting street cleanliness.
ESD content has also been introduced in extra curricula for high school students
In my extracurricular class, my teachers discussed sustainable development (SD) to guide our future endeavors Additionally, my school offers a female football team and a philanthropist club that raises funds to support those in need I thoroughly enjoy being a member of the football team.
Most interviewees highlighted the importance of integrating geography with Education for Sustainable Development (ESD) content Geography is recognized as a crucial subject for ESD, encompassing knowledge about the environment, population, culture, and socio-economics, which are all closely linked to sustainable development principles (Phuong, 2020).
Human activities significantly impact the environment, as discussed in my geography class Deforestation for village construction, agriculture, and road development contributes to serious consequences such as flash floods, landslides, and the greenhouse effect, ultimately harming people's lives.
Studying sustainable development (SD) in geography emphasizes the importance of wisely utilizing our natural resources to prevent future shortages It is crucial to consider the long-term implications of our actions rather than focusing solely on immediate benefits.
It is shared by ID 05:
“In my geography class, I studied economic development in the north, central, and south areas of Vietnam and natural resources.”
ESD is also integrated into the subject of civic education The students’ understanding on SD through the subject of civic education is describe by ID 02:
“I can see some contents of the social dimension in my civic education class I was taught to behave and communicate equally and respectfully with others.”
In conclusion, qualitative data from in-depth interviews suggest that Education for Sustainable Development (ESD) should be integrated into high school curricula as a cross-curricular subject The ESD content encompasses various aspects of sustainable development, including its three dimensions High school students are exposed to sustainable development knowledge across multiple subjects and formats, with participants able to recall specific ESD content from their educational experiences.
3.1.2 High school students’ awareness on SD
Exploring the high school students’ awareness on SD, the study gains interesting results Although all high school students were supposed to have some instruction about
According to a study by MOET in 2017, approximately 7% of respondents (n = 11) reported having no familiarity with the term Sustainable Development (SD), while a significant 93% (n = 141) were aware of it Furthermore, 87% of the participants (n = 132) could accurately recognize the definition of SD Even among those who struggled to articulate the exact definition, they demonstrated a solid understanding of the concept, as illustrated by the insights shared by respondent ID 01.
“In my opinion, sustainable development is that consumption and production have to go with environmental protection We need to think about the future Therefore, our children can develop.” h
“As I understand, sustainable development is to think conclusively when we do something, so that it can develop more in the future but not only in the present.”
Students are increasingly aware of sustainability-related events happening around them After observing these events, they are encouraged to express their opinions, advocating for sustainable development.
“I saw people litter indiscriminately on land However, that action makes it so difficult to build houses or buildings on that land due to subsidence.”
A river near my home suffers from severe pollution due to littering by individuals and waste discharge from nearby factories This contamination not only harms the local environment but also negatively impacts the health and well-being of residents living in the area, including those who contribute to the pollution.
Research by Michalos et al (2015) indicates that while all respondents should possess knowledge about sustainable development (SD), only 50% report that it was addressed in their courses The study highlights that although students may gain substantial insights into SD, the term "sustainable development" is often absent from the curriculum, leading to a lack of awareness among students that they are learning about SD and the Sustainable Development Goals (SDGs).
When asked about the sources of SD information, a multi-choice question was given to respondents According to the results, the sources of students’ awareness on SD are various h
Figure 5.1 Sources of high school students’ awareness on SD
According to Figure 5.1, the primary source of information on sustainable development (SD) for high school students is mass media, with 49% of respondents (n = 74) indicating its influence This highlights the significant role of the internet as a key platform for disseminating news and information (Ahamad & Ariffin, 2018, p 5) In contrast, social media is a less favored source, with 43% of respondents (n = 65) relying on it for information.
In a recent survey, 27% of respondents indicated that their information sources stem from formal school programs, while 33 students reported obtaining knowledge about sustainable development (SD) from social movements and events Additionally, all five interviewees noted that mass media is their primary source of information regarding SD.
“Although we learn about sustainable development in school, I prefer to explore it by myself through reading newspaper and practical experience”
Sustainable development is incorporated into our school curriculum through extracurricular activities such as football teams and volunteer clubs While these initiatives play a role, I primarily gather my knowledge about sustainable development from mass media and social media platforms.
Meanwhile, social networks have less influence on high school students’ awareness The number of the respondents getting SD information from their social h
Discussion
3.2.1 High school students’ awareness on SD
High school students generally demonstrate a positive and adequate awareness, knowledge, attitudes, and behaviors towards sustainable development (SD) Approximately 90% of participants recognize the precise definition of SD In-depth interviews confirm that education for sustainable development (ESD) is integrated into the curriculum, though there are areas for improvement.
Behaviors towards SD of high school students across grade 10, 11, and 12 strongly disagree disagree neutral agree strongly agree do not know other opinion h
High school students can access sustainable development (SD) information through various channels, primarily mass media and social media These platforms not only provide valuable insights but also encourage students to form their own opinions on SD issues as they relate to their daily lives.
To enhance the effectiveness of Education for Sustainable Development (ESD) in high schools, it is essential to diversify and make teaching methods more engaging Additionally, given the significant influence of social media and mass media on high school students' awareness and knowledge, attitudes, and behaviors (KAB) towards sustainable development (SD), it is crucial to improve these platforms and ensure they provide appropriate SD content.
3.2.2 High school students’ KAB towards SD a, Across the environmental, social, and economic dimensions of SD
The results show that most of high school students have positive KAB towards
SD More than 70% of the respondents reported to agree or strongly agree with SD
After analyzing both quantitative and qualitative data, the findings indicate that respondents possess the greatest knowledge regarding the environmental dimension, while also exhibiting the most supportive attitudes and behaviors towards the social dimension of sustainable development.
The findings indicate that while there are prioritizations among the environmental, social, and economic dimensions of Education for Sustainable Development (ESD) in Vietnam, the differences are not significant This suggests that ESD has made meaningful progress in the country However, a notable limitation has been the uneven distribution of ESD knowledge Fortunately, this issue is gradually being addressed, as high school students are demonstrating a more balanced understanding of sustainable development across all three dimensions, regardless of gender, school type, or academic level.
The study revealed that independent variables like gender, school type, and academic level significantly affect high school students' knowledge, attitudes, and behaviors (KAB) towards sustainable development (SD) Overall, these factors create notable differences in students' KAB towards SD, highlighting the diverse influences on their understanding and engagement with sustainability issues.
45 difference in the respondents’ level of confidence in giving opinion on SD across genders, types of school, and academic levels
Both male and female respondents expressed support for sustainable development (SD), but male students exhibited greater confidence and clarity in their knowledge, attitudes, and behaviors (KAB) towards SD compared to their female counterparts This highlights a notable gender difference in high school students' KAB regarding sustainable development.
Students in private schools demonstrate a clearer understanding and more positive attitudes towards sustainable development (SD) compared to their public school counterparts Specifically, 38% of students at Nguyen Binh Khiem strongly agree with their knowledge of SD, while only 15% of students at Van Coc share this sentiment Similarly, 41% of Nguyen Binh Khiem students express strong agreement regarding their attitudes towards SD, in contrast to just 14% at Van Coc However, this increased awareness and positive attitude do not translate into significantly more determined behaviors towards SD among private school respondents compared to those in public schools.
Higher grade students, particularly in grades 10, 11, and 12, demonstrate a clearer understanding and more positive attitudes towards sustainable development (SD) compared to their lower-grade counterparts This indicates that as students engage more with education for sustainable development (ESD), their confidence in their opinions on SD increases Consequently, ESD has been shown to effectively enhance high school students' knowledge and attitudes However, it is noteworthy that students' behaviors regarding sustainable development have not significantly progressed across different academic levels.
This study demonstrates a significant enhancement in the implementation of Education for Sustainable Development (ESD) in Vietnam, surpassing findings from earlier research The majority of high school students exhibit a strong awareness of sustainable development (SD) concepts and grasp its underlying principles.
High school students demonstrate a balanced understanding of Sustainable Development (SD), showing equal awareness across social, economic, and environmental dimensions Overall, the majority of these students exhibit a positive knowledge, attitude, and behavior (KAB) towards sustainable development, reflecting favorable educational outcomes in ESD.
Increasing confidence among high school students in voicing their opinions on Education for Sustainable Development (ESD) is a positive indicator for its implementation in Vietnam This growing assertiveness highlights the significant impact of ESD on enhancing students' knowledge and shaping their attitudes towards sustainability.
High school students in Vietnam, coming from diverse academic backgrounds, exhibit varying levels of knowledge and attitudes toward sustainable development (SD) Despite certain limitations being addressed, the implementation of education for sustainable development (ESD) in Vietnam has made notable strides in enhancing students' knowledge, attitudes, and behaviors (KAB) related to SD Consequently, Vietnam anticipates a more significant and proactive involvement from its youth in the pursuit of sustainable development goals.
CONCLUSION
Research summary
Sustainable Development (SD) is a critical issue globally, with numerous countries committing to its promotion Agenda 21 highlights education as a vital enabler for SD (UNESCO, 2021), leading to the widespread advocacy of Education for Sustainable Development (ESD) in various nations, including Vietnam Despite notable achievements, challenges persist that hinder the effective implementation of ESD While ESD is recognized nationally and involves multiple stakeholders across different educational levels, it still suffers from a lack of political support, insufficient integration, and inadequate feedback mechanisms in the policy-making process.
Vietnam's National Action Plan for 2010-2014 demonstrated a strong commitment to integrating Education for Sustainable Development (ESD) at the highest levels, leading to its incorporation into the formal education system in 2017 By 2020, the country aimed to equip all high school students with knowledge on sustainable development Since then, ESD has made significant strides, becoming a key component in both formal and non-formal education, aligned with national goals of modernization, industrialization, and globalization However, challenges remain, including inadequate teaching tools and content in formal education, imbalances in non-formal education, and misaligned policies that hinder effective ESD implementation These obstacles must be addressed to meet the educational targets for sustainable development in Vietnam.
This research investigates high school students' awareness, knowledge, attitudes, and behaviors regarding sustainable development (SD) Utilizing a mixed-method approach, the study examines independent variables such as gender, school type, and academic levels The focus is on assessing students' awareness of sustainable development and its implications for their attitudes and behaviors.
SD and ii) their knowledge, attitudes, and behaviors towards SD An online survey, h
In-depth interviews were conducted with high school students from Van Coc Public School in Phuc Tho District and Nguyen Binh Khiem Private School in Cau Giay District, Hanoi, Vietnam.
The analysis of primary data reveals that while high school students in Vietnam have a strong awareness of sustainable development (SD), achieving full awareness remains a challenge, with approximately 90% familiar with the term and its definition Mass media and social media are the primary sources of information about SD for these students The study indicates that around 74% possess knowledge of SD, particularly its environmental aspects, while 80% express positive attitudes towards the necessity of SD, especially regarding Sustainable Development Goals (SDGs) 4 and 5, which focus on quality education and gender equality, respectively Additionally, about 75% of respondents demonstrate supportive behaviors towards SD, particularly in relation to gender equality Overall, the findings suggest an improvement in the balance of knowledge, attitudes, and behaviors (KAB) among participants, highlighting the effectiveness of Education for Sustainable Development (ESD) implementation in Vietnam.
Gender, school type, and academic level significantly affect high school students' knowledge, attitudes, and behaviors towards sustainable development (SD) There are notable disparities in knowledge and attitudes across different demographics, while behavioral differences are less pronounced Consequently, education for sustainable development (ESD) effectively enhances knowledge and attitudes but does not significantly influence behaviors among students from various backgrounds To address this, it is essential to implement more supportive practices and activities focused on SD for high school students in Vietnam, ensuring they develop not only positive knowledge and attitudes but also proactive behaviors towards sustainable development.
High school students are increasingly confident in expressing their opinions on sustainable development (SD) issues This growing confidence reflects the outcomes of education for sustainable development (ESD), highlighting the significant role and contributions these students make to the SD process.
SD policies in Vietnam should concentrate not only to high ranking levels but also to local levels such as high school students.
Limitations
Collecting primary data poses challenges for many researchers, including this study (Thao, 2021) The Covid-19 pandemic extended the data collection period to a year, with data gathered solely with the consent of school teachers to uphold ethical standards The qualitative data is limited due to a small number of interviewees, and direct field contact with respondents would have enhanced the conclusiveness of the findings.
Further research
The implementation of Education for Sustainable Development (ESD) in Vietnam has seen notable progress, with high school students increasingly supportive of sustainable development (SD) However, challenges persist, highlighting the necessity for further research into the obstacles faced by these students in learning about ESD Additionally, since teachers serve as a primary source of SD information for high school students, it is crucial to conduct more studies to understand teachers' perceptions of sustainable development in Vietnam.
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Appendix 1 Survey form in Vietnamese:
Cảm ơn bạn đã tham gia nghiên cứu này Xin bạn vui lòng tham khảo các thông tin sau trước khi trả lời các câu hỏi bên dưới
1 Mục tiêu của cuộc khảo sát là tìm hiểu nhận thức, thái độ, hành vi của học sinh trung học phổ thông về phát triển bền vững ở Việt Nam
2 Người chịu trách nhiệm thực hiện cuộc khảo sát là Đỗ Quỳnh Hương, học viên chương trình cao học Lãnh đạo toàn cầu, Trường Đại học Việt Nhật, Đại học Quốc gia Hà Nội Nếu bạn có bất kỳ câu hỏi nào về cuộc khảo sát này, hoặc nếu có bất kỳ vấn đề kỹ thuật nào phát sinh, xin vui lòng liên hệ với học viên Đỗ Quỳnh Hương theo email sau: 19110078@st.vju.ac.vn
3 Việc bạn tham gia trả lời các câu hỏi bên dưới là hoàn toàn tự nguyện Kết quả của cuộc khảo sát sẽ được phổ biến dưới dạng công bố học thuật Thông tin cá nhân của bạn (họ và tên, email, số điện thoại) sẽ không được đề cập trong các tài liệu trình bày kết quả nghiên cứu
Nếu bạn đồng ý tham gia khảo sát, hãy đánh dấu vào ô bên dưới và tiếp tục trả lời các câu hỏi Cảm ơn bạn đã hợp tác!
□ Tôi hoàn toàn hiểu các thông tin ở trên về nghiên cứu này và đồng ý tham gia cuộc khảo sát
2 Bạn học khối lớp nào?
3 Xin cho biết giới tính của bạn
4 Bạn đã từng nghe đến cụm từ "Phát triển bền vững" chưa?
5 Nếu bạn đã nghe đến cụm từ "Phát triển bền vững", thì bạn nghe cụm từ này qua kênh thông tin nào?
A Trong chương trình học ở trường
B Trên phương tiện truyền thông đại chúng (Báo, đài, TV, v.v.)
C Trên phương tiện truyền thông xã hội (Facebook, Twitter, Instagram, Youtube, v.v.) h
G Các hoạt động, phong trào xã hội
6 Xin bạn chọn một định nghĩa sau đây về phát triển bền vững mà bạn cho là đúng:
A Phát triển bền vững là kiểu phát triển đáp ứng nhu cầu của thế hệ tương lai
B Phát triển bền vững là kiểu phát triển đáp ứng nhu cầu của thế hệ hiện tại
C Phát triển bền vững là kiểu phát triển đáp ứng nhu cầu của thế hệ hiện tại nhưng không làm tổn hại thế hệ tương lai trong việc đáp ứng nhu cầu của họ
Phần I: Bạn hãy cho biết ý kiến của mình đối với những phát biểu dưới đây (đối với mỗi phát biểu, bạn hãy chọn đáp án/phương án trả lời bạn thấy phù hợp nhất với bản thân mình)
(Đối với mỗi câu hỏi, các đáp án được đưa ra là: rất không đồng ý, không đồng ý, không có ý kiến, đồng ý, rất đồng ý, không biết, ý kiến khác)
1 Để phát triển bền vững, cần chấm dứt mọi hình thức nghèo ở mọi nơi
2 Để phát triển bền vững cần xóa đói, bảo đảm an ninh lương thực, cải thiện dinh dưỡng và thúc đẩy phát triển nông nghiệp bền vững
3 Để phát triển bền vững cần đảm bảo cuộc sống khỏe mạnh và tăng cường phúc lợi cho mọi người ở mọi lứa tuổi
4 Để phát triển bền vững cần bảo đảm nền giáo dục có chất lượng, công bằng, toàn diện và thúc đẩy cơ hội học tập suốt đời cho tất cả mọi người
5 Để phát triển bền vững cần trao quyền và cơ hội cho phụ nữ và trẻ em gái
6 Để phát triển bền vững cần quản lý bền vững tài nguyên nước
7 Để phát triển bền vững cần đảm bảo khả năng tiếp cận nguồn năng lượng bền vững, đáng tin cậy và có khả năng chi trả cho tất cả mọi người
8 Để phát triển bền vững cần đảm bảo việc làm tốt cho tất cả mọi người
9 Để phát triển bền vững cần xây dựng cơ sở hạ tầng có khả năng chống chịu cao
10 Để phát triển bền vững cần giảm bất bình đẳng trong xã hội
11 Để phát triển bền vững cần phát triển đô thị, nông thôn bền vững, có khả năng chống chịu; đảm bảo môi trường sống và làm việc an toàn; phân bổ hợp lý dân cư và lao động theo vùng
12 Để phát triển bền vững cần đảm bảo mô hình sản xuất và tiêu dùng bền vững
13 Để phát triển bền vững cần ứng phó kịp thời, hiệu quả với biến đổi khí hậu và thiên tai
14 Để phát triển bền vững cần bảo tồn và sử dụng bền vững đại dương, biển và nguồn lợi biển
15 Để phát triển bền vững cần bảo vệ và phát triển rừng bền vững, bảo tồn đa dạng sinh học, phát triển dịch vụ hệ sinh thái, chống sa mạc hóa, ngăn chặn suy thoái và phục hồi tài nguyên đất h
16 Để phát triển bền vững cần thúc đẩy xã hội hòa bình, công bằng, bình đẳng vì phát triển bền vững, tạo khả năng tiếp cận công lý cho tất cả mọi người; xây dựng các thể chế hiệu quả, có trách nhiệm giải trình và có sự tham gia của các cấp
17 Để phát triển bền vững cần tăng cường phương thức thực hiện và thúc đẩy đối tác toàn cầu vì sự phát triển bền vững