(Luận văn thạc sĩ) an assessment of pedagogical students awareness about climate change education in vietnams upper secondary education program – case study at hanoi university of education

INTRODUCTION

The necessity of the research

Vietnam is highly susceptible to the effects of climate change, as highlighted by the Global Climate Risk Index, where it ranked 38th in 2019 and 13th from 2000 to 2019 (Eckstein et al., 2021).

Climate changes in Vietnam include extreme weather events increasing in frequency and are often difficult to predict The terms "record-breaking of rainfall,"

In recent years, Vietnam has increasingly faced record-breaking heat and flooding, alongside other alarming phenomena such as rising sea levels, saline intrusion, drought, and landslides These environmental challenges are significantly affecting the country's socio-economic activities.

In the past decade, Vietnam has enacted numerous policies aimed at combating climate change, emphasizing the reduction of greenhouse gas emissions and adaptation strategies A key focus of these initiatives is community awareness and education, particularly through the development and implementation of climate change education programs within the national education system (MONRE, 2017).

Education is crucial for raising awareness about climate change, as it helps individuals comprehend the causes, effects, and solutions related to global warming, thereby enhancing climate literacy among youth It fosters informed decision-making and empowers communities to adopt sustainable practices, yet Vietnam's general education program lacks a dedicated subject on climate change Consequently, climate change education is primarily delivered through extracurricular activities or integrated into existing subjects, placing greater responsibility on schools and teachers to address this critical issue.

Many studies have shown that teachers' knowledge and beliefs about science greatly influence their teaching (Mansour, 2009, pp 31–33; Savasci-Acikalin, 2009, p

Teachers play a crucial role in shaping students' understanding of science by sharing their knowledge and perspectives, which significantly impacts students' knowledge development, behavior, and attitudes (Shiyu Liu et al., 2015; Blazar).

To effectively raise public awareness about climate change, it is essential to prioritize the education of teachers through the general education program By ensuring that pedagogical students receive comprehensive training, we can enhance their knowledge and awareness, ultimately fostering a more informed teaching community.

Besides, the Vietnamese education system is in the transition period, replacing the current education program issued in 2006, with the new education program, in

In 2018, the new educational program explicitly incorporated climate change into various subjects, necessitating teachers to update their knowledge and teaching skills Consequently, the training of pedagogical students must adapt to align with the new curriculum, focusing on enhancing awareness of its content This shift aims to improve students' learning capacities and employability upon graduation.

Despite numerous global studies on pre-service teachers' perceptions of climate change, there is a notable lack of research in Vietnam specifically assessing pedagogical students' awareness of climate change education, particularly in relation to the upper secondary education curriculum This stage is crucial for Vietnamese students as they begin to shape their future career paths and deepen their understanding of societal issues Consequently, research targeting this educational phase will provide valuable knowledge and perspectives on climate change for pedagogical students, teachers, and upper secondary school students.

This thesis evaluates the awareness of climate change education among pedagogical students at the National University of Education (HNUE), a premier institution for teacher training in Vietnam As a key university in the Vietnamese higher education system, HNUE has educated hundreds of thousands of teachers and education experts, highlighting its significant role in shaping future educators.

The study aims to assess students' understanding of key climate change issues and their awareness of their role in climate change education Based on these findings, it will propose strategies to improve pedagogical students' knowledge, awareness, and positive attitudes towards climate change education.

Research objectives

The study focuses on the following main goals:

- Evaluate student's knowledge about the fundamental issues of climate change

- Evaluate awareness of pedagogical students about climate change content in the upper secondary education program

- Evaluate awareness of pedagogical students about their role in climate change education.

Research questions and hypothesis

What is the level of student's knowledge about the fundamental issues of climate change?

Students have an average level of knowledge about the fundamental issues of climate change

What is the level of students' awareness about climate change content in the upper secondary education program?

Students have an average awareness of the issues related to climate change in the upper secondary education program

What is the level of student's awareness about their role in climate change education?

Students have a good awareness of their role in climate change education h

Objects and scope of the research

The research focuses on assessing the awareness of pedagogical students at HNUE

The research was conducted from December 2020 to August 2021

The research mainly focuses on the contents of the upper secondary level (grades

10, 11, 12) of the Education Program 2006 (Current Program) and the Education Program 2018 (New Program)

The research was conducted on the campus of HNUE, which is located at 36 Xuan Thuy Street, Cau Giay District, Hanoi, Vietnam h

LITERATURE REVIEW

Theoretical basis for awareness of climate change education

According to the United Nations Framework Convention on Climate Change,

Climate change refers to alterations in the Earth's climate system that are directly or indirectly caused by human activities, affecting the composition of the global atmosphere This phenomenon occurs alongside the natural climate variability that has been observed over similar timeframes.

The recent Intergovernmental Panel on Climate Change (IPCC) report highlights the clear impact of human activities on climate change, revealing that greenhouse gas emissions from human sources are at their highest levels in recorded history.

Since the mid-20th century, particularly after 1950, human activities have significantly raised greenhouse gas levels in the atmosphere, contributing to global warming This phenomenon is reflected in rising ocean and air temperatures, widespread thawing, and a noticeable increase in global mean sea levels.

From 1880 to 2012, the average global temperature rose by approximately 0.85°C, with the decade from 2011 to 2020 being the hottest on record Notably, the average temperature in 2020 was 1.2 ± 0.1°C higher than pre-industrial levels Climate models indicate that, due to greenhouse gas emissions, Earth's temperature is projected to rise under all scenarios by the end of the 21st century.

Climate change poses a significant threat to humanity, impacting production, livelihoods, and the environment globally It intensifies existing risks while introducing new challenges that affect global development and security across various sectors, including energy, water, food, society, and employment.

Vietnam is among the countries most impacted by climate change, with the Mekong Delta identified as one of the three deltas globally most susceptible to rising sea levels The effects of climate change in Vietnam have intensified significantly over the years.

In recent years, climate change has led to an increase in the frequency and intensity of natural disasters, resulting in significant losses in life, property, and infrastructure Between 1995 and 2017, disasters such as storms, floods, and droughts caused annual losses estimated at 14 trillion Vietnam Dong (VND) at 2010 prices, with a 12.7% increase noted (Government of Vietnam, 2020) In 2020 alone, natural disasters in Vietnam resulted in over 379 fatalities and missing persons, with property damage reaching approximately 39.1 trillion VND; notably, storms and floods accounted for 82.8% of this total, amounting to 32.3 trillion VND (GSO, 2020).

Climate change poses a severe threat to food security and agricultural development in Vietnam, with shrinking agricultural land and rising sea levels inundating the Mekong Delta This phenomenon adversely affects crop growth, yields, and planting seasons Additionally, climate change exacerbates resource depletion and environmental degradation, particularly concerning water resources As a result, the increased vulnerability from climate change risks hindering socio-economic development and jeopardizing the progress that has been made.

Climate change adversely affects education by straining educational infrastructure, particularly in vulnerable regions Natural disasters and extreme weather events disrupt schooling, while the migration of families from climate-affected areas increases the demand for new learning facilities for resettled children.

Natural disasters pose significant risks to students and teachers, causing disruptions in the educational process Following severe storms or floods, families often suffer financial losses that make it difficult to pay for tuition, resulting in increased dropout rates among students.

All-inclusive, these challenges require Vietnam to make more efforts in policies and measures to increase awareness and capacity to mitigate and adapt to climate change

Climate change education is crucial for enhancing public awareness and building community resilience, as it effectively increases adaptive capacity and mitigates the impacts of climate change (IPCC, 2014a; The Commonwealth, 2016).

The United Nations Framework Convention on Climate Change (1992) and the Paris Agreement (2015) emphasize the importance of collaboration among parties to enhance education and training, raise climate change awareness, engage community participation, and improve public access to information.

Among the United Nations Sustainable Development Goals, several specific targets have a strong link between education and climate change, such as Target 4.7:

By 2030, it is essential to equip all learners with the knowledge and skills to foster sustainable development through effective education and lifestyle practices Target 12.8 aims to ensure that individuals globally have access to relevant information and awareness regarding sustainable living in harmony with nature Additionally, Target 13.3 focuses on enhancing education and awareness about climate change, improving both human and institutional capacity to mitigate its effects, adapt to changes, and provide early warnings (Langlois, 2019; Rosa, 2017).

Climate change education is essential for teaching students about the causes, effects, and adaptation strategies related to climate change, fostering a deep understanding of this critical issue (Stevenson et al., 2017) It aims to cultivate awareness and concern for climate change at both local and global levels, helping students develop the necessary attitudes and skills to coexist harmoniously with the environment (IAP, 2017; Mochizuki & Bryan, 2015; Stevenson et al., 2017).

8 environment, while also working independently or in coordination to find solutions for current climate change issues and to prevent potential future climate change problems (IAP, 2017, p 3; Stevenson et al., 2017, p 1)

Climate change education is inherently interdisciplinary, encompassing various fields such as biology, geography, chemistry, and history (IAP, 2017; Mochizuki & Bryan, 2015; Robinson, 2011) As the effects of climate change become increasingly significant, there is a growing emphasis not only on the "Climate" aspect but also on the socio-economic implications of "Change" (McKeown & Hopkins, 2010) This integrated approach enhances the learning experience, making it more relevant to real-life issues and providing students with a comprehensive understanding of climate change.

By integrating climate change content into the curriculum, the following objectives can be achieved:

Overview of research related to thesis

Around the world, there are several studies on climate change awareness and perceptions of students in the education field or pre-service teachers

A survey conducted by Helen Boon in Australia involving 87 senior pre-service teachers revealed that while these educators exhibit a positive attitude towards environmental education and confidence in their teaching abilities, their scientific understanding of climate change remains low and shows minimal improvement over four years Despite being enrolled in a university that emphasizes sustainable education, the pre-service teachers face challenges due to the interdisciplinary complexity of climate change, which encompasses various scientific fields, including chemistry, physics, biology, and earth science.

A study by Meilinda et al (2017) examined the perceptions of science teachers and pre-service teachers regarding climate change and global warming in South Sumatra, Indonesia The findings revealed that nearly 50% of the participants held misconceptions about critical environmental issues, including global warming, climate change, ozone depletion, and acid rain Additionally, many respondents expressed skepticism about the effectiveness of education in altering attitudes towards climate change, suggesting instead that media plays a more significant role in shaping public perceptions than educators.

A study by Nasir Nayan et al (2020) examined the climate change perceptions of pre-service teachers at Sultan Idris Education University in Myanmar, surveying 500 final-year students across nine faculties The survey focused on four key criteria: knowledge, attitudes, skills, and practical actions related to climate change adaptation and mitigation The findings revealed significant insights into the students' understanding and responses to climate change issues.

The findings indicate that knowledge and attitude levels are strong, while skills and practice are slightly above average This suggests that the initiatives implemented by the Ministry of Education and the university have successfully achieved their objectives, with the expectation that skills and practice will continue to improve over time.

At the College of Education, University of Nueva Caceres, a survey conducted by Ronnel Joseph T Competente revealed that pre-service teachers possess limited knowledge and poor attitudes towards climate change education (Competente, 2019) The findings indicate no significant difference in climate change awareness between new and former students Competente emphasizes the need for intern teachers to acquire comprehensive knowledge and engage in practical activities to effectively integrate climate change into their future teaching Furthermore, it is essential to establish a connection between training programs for both students and faculty to enhance the quality of climate change education.

Jin Su Jeong and his team conducted a climate change awareness analysis for pre-service teachers using a flipped classroom intervention model at the University of Extremadura's Teaching Training School in Spain Their findings revealed a significant increase in climate change awareness among pre-service teachers, who demonstrated a greater willingness to engage in climate change education Additionally, the research indicated that flipped classroom interventions can effectively address the limitations of traditional teaching methods in climate change tertiary education, empowering pre-service teachers to innovate in primary-level instruction.

Research highlights the crucial importance of climate change education for pre-service teachers and pedagogy students Their awareness, knowledge, attitudes, skills, and practical actions significantly impact their teaching effectiveness and their students' future understanding of climate issues Despite a generally positive attitude towards climate change education among pre-service teachers, studies reveal a concerning lack of scientific knowledge in this area, often leading to confusion Furthermore, this knowledge remains largely stagnant throughout their teacher training process.

The challenges in understanding climate change can be attributed to various factors, including its complexity and interdisciplinary nature, as well as the reliance on traditional media sources for information, which often lack reliability.

In Vietnam, there are some studies on climate change awareness with undergraduate students, such as:

Nguyen Tat Thang and his team researched to study students' awareness of Hanoi University of Agriculture (T T Nguyen et al., 2013) The research team has surveyed

A study involving 800 students from various faculties, including Agriculture, Food Technology, Natural Resources and Environment, Veterinary Medicine, Electrical Engineering, Livestock, and Aquaculture, revealed that their average awareness of climate change concepts is moderate The research indicates that students possess a fair understanding of how climate change affects agriculture, forestry, fisheries, and rural communities Notably, final year students demonstrated a higher level of awareness compared to their peers in earlier years.

Nguyen Thanh Hoa's research assessed the awareness, attitudes, and behaviors of Can Tho University students regarding climate change (T H Nguyen et al., 2020) The study surveyed 120 students across four faculties, including the Faculty of Education, revealing that while students demonstrated a strong understanding of climate change concepts and their impacts on daily life, Pedagogy students exhibited lower awareness levels compared to their peers in the Environment, Agriculture, and Economics faculties Notably, many students expressed a willingness to alter their living habits and engage in public awareness initiatives related to climate change.

Recent research by Vietnamese scientists and educators highlights the importance of incorporating climate change education into the general curriculum (T Q Nguyen, 2021; D T Tran, 2012) To successfully implement this integrated approach in high schools, a flexible and well-considered strategy is essential (Tong, 2015) Notable studies, including Nguyen Tat Thang's doctoral thesis, contribute to this discourse on effective integration of climate change content in education.

Incorporating climate change education into upper secondary Biology teaching is essential for fostering environmental awareness among students (T T Nguyen, 2018) Additionally, Nguyen Thi Viet Ha emphasizes the effectiveness of project-based methods to enhance teaching capabilities in integrated climate change education for Geography pedagogy students.

V H Nguyen, 2016); Bien Van Minh and Pham Quang Chinh on integrating the content of climate change education into Technology subject at grade 10 (Bien & Pham, 2015) In general, the content of climate change education that integrates or relates to subjects is increasingly getting more attention to equip Vietnamese students with more appropriate knowledge, attitudes, and skills in the future

The author formulates a research hypothesis regarding the average knowledge and awareness of climate change among students, as well as their understanding of their role in climate change education This hypothesis reflects the author's balanced expectations, considering the diverse pedagogical backgrounds of students from various faculties.

Novelty of research

This study will have some new features compared to previous studies, especially in Vietnam

- Clarify the theoretical basis of climate change education awareness for pedagogical students

- Review and analyze the content related to climate change education in the current and the new upper secondary education program

- Develop a criteria table to assess pedagogical students' awareness of climate change education in the upper secondary education program

- Survey students' awareness to verify proposed scientific hypotheses, from which to propose recommendations h

METHODOLOGY

Methods

- Using methods to inherit information, data, published and verified arguments of governments, organizations, and scientific researches

Upper secondary education programs primarily identify climate change content through specific titles and keywords This content is directly linked to titles or requirements that explicitly mention terms such as "climate change."

Global warming and climate change are critical topics that intersect with natural sciences such as Biology and Geography, often highlighted by keywords like "sustainable development," "ecology," "fossil energy," and "clean energy." Additionally, social studies can incorporate climate-related issues through lessons on historical events, cultural discussions, and practical activities outside the classroom The allocation of class hours for these subjects is carefully aligned with the teaching hour specifications outlined in the educational programs.

The study focused on pedagogical students of 10 faculties as follows:

- Faculty of Politics - Civic Education

The survey targets first-year and fourth-year students to assess the evolution of pedagogical awareness before and after their training It focuses on faculties that prepare teachers for core subjects in upper secondary education.

Due to insufficient recruitment in previous years, the Faculty of Technical Education currently lacks third and fourth-year students Consequently, the data for fourth-year students presented in the latter part of the thesis is derived from a survey conducted with second-year students.

To collect data, the sample size in this study is calculated by the following formula (Yamane, 1967) with n: sample size; N: population (around 3500 students); e: sampling error (5%) n = N / [ 1 + N(e 2 )]

According to the established formula, a total of 359 survey samples were deemed necessary The initial plan involved surveying 400 students, with equal representation of 20 first-year and 20 fourth-year students from each faculty Ultimately, 795 samples were collected, of which 741 were valid and will be analyzed to accurately represent the population Notably, the participation of first-year students was 1.75 times greater than that of fourth-year students, with 472 first-year students compared to 269 fourth-year students (see Appendix 5).

- Data is collected online through Google Survey Form

- The questionnaire is made up of 4 parts:

+ Part 1: Multiple choice questions on basic knowledge about climate change

+ Part 2 Survey questionnaire on awareness about contents related to climate change in education programs

+ Part 3 Survey questions about students' awareness of their role in climate change education

- The questionnaires with references and synthesis from National Aeronautics and Space Administration (NASA) quiz, studies of Boon (2016), Nation (2017), Misistry of Education and Training (MOET) documents h

- The questions in parts 2, 3, and 4 use the 5-point Linkert Scale and are all set up in the same direction of evaluation (1 is negative - 5 is positive)

Conducting in-depth interviews is essential for gathering detailed data and addressing post-analysis results Additionally, consulting experts on climate change education can help develop criteria for assessing awareness and evaluating the current state of teaching and training at institutions like HNUE.

The author has interviewed five people at HNUE, including a vice-dean of the Biology Faculty and four lecturers from the English, Philology, Physics, and Geography faculties

Research using SPSS statistical software to analyze collected data, with statistical parameters including mean, standard deviation, most frequently occurring value in the series, percentage hundred, etc

The reliability of the observed variables in this study is assessed using Cronbach's Alpha coefficient, which indicates whether the indicators are dependable According to the author, a Cronbach's Alpha value of 0.6 or higher, along with a Corrected Item-Total Correlation of at least 0.3, signifies that the scales are sufficiently reliable for subsequent analysis (Nunnally & Bernstein, 1994; Taber, 2018).

- Chi-squared test to evaluate whether there is a relationship between two categorical variables in a data set

A one-way analysis of variance (ANOVA) is utilized to compare the means of variables, aiming to determine if there is a statistically significant difference in awareness among students from different faculties and academic years Prior to assessing mean differences, it is essential to test the homogeneity of variance among the groups of qualitative variable values The author posits the null hypothesis (H0): there is no difference in variance between the groups (McLeod, 2019) The Levene test is employed to evaluate this hypothesis using SPSS.

18 the Levene test data are taken from the Based on Mean row of the Test of Homogeneity of Variances table (Field, 2009) Testing result:

+ Sig > 0.05: Accept the HL-0 hypothesis; homogeneity of variances is not violated We use the results of the F-test in the ANOVA table

+ Sig < 0.05: Reject hypothesis HL-0, that is, homogeneity of variances is violated, so it have to use the Welch test results in the Robust Tests of Equality of Means table

After that, to test the mean of quantitative variables, we hypothesize H0: There is no mean difference between groups of values Testing result:

+ Sig > 0.05: Accept the H0 hypothesis, there is no statistically significant mean difference between the groups of values

+ Sig < 0.05: Reject the hypothesis H0, there is a statistically significant difference between the groups of values.

Data and Materials

Data types Data sources Note

- Publications of researchers, NGOs, scientific journals

Public/existing information collected by others

Primary Data - In-depth interview

The framework of the Thesis

FINDING AND DISCUSSION

Climate change education content in the upper secondary school program

The general education program encompasses the overall direction and framework for education, detailing the goals and requirements for student competencies and qualities It specifies the educational content's scope and structure, the methods and forms of educational activity organization, and the evaluation criteria for student outcomes across grade levels Established under Decision No 16/2006/QD-BGDĐT (MOET, 2006), the Current Program remains in effect for grades 2 through 12.

The current upper secondary education program lacks direct topics on climate change; however, related content can be integrated, particularly within Biology and Geography Key subjects such as Ecology, Metabolism, and energy in Biology, as well as Natural geography and socio-economic geography in Geography, provide essential knowledge that is closely linked to climate change.

In grades 10, 11, and 12, a total of 114 class hours can be dedicated to climate change education, representing approximately 3.62% of the overall 3,150 class hours in the upper secondary school curriculum.

The 2018 General Education Program, introduced in Circular No 32/2018/TT-BGDĐT on December 26, 2018, is set to gradually replace the existing curriculum This updated program incorporates significant changes, particularly focusing on providing relevant knowledge to address societal advancements, including critical issues like climate change and sustainable development.

In the foreword of the Master Program, the Ministry of Education and Training highlights the significant global changes impacting various aspects of life, including climate change, resource depletion, environmental pollution, and social upheaval (MOET, 2018d, p 3) To address these pressing challenges and ensure sustainable development, countries are actively reforming their education systems to enhance the quality of human resources, preparing future generations with a strong cultural foundation and the adaptability needed to navigate the evolving natural and societal landscapes.

Among the essential quality requirements of students in the New Program, on the

Students are encouraged to take responsibility for the environment by actively participating in initiatives that promote nature conservation, respond to climate change, and support sustainable development This involvement not only enhances their awareness but also mobilizes others to engage in environmental protection efforts, as outlined by the Ministry of Education and Training (MOET, 2018).

The upper secondary program's content incorporates climate change across various subjects, including Physics, Biology, Geography, Technology, and English, emphasizing its significance through specific goals and topics Additionally, the Experimental Activity program mandates a focus on "Understanding," highlighting the importance of recognizing the implications of climate change (MOET, 2018b, p 46).

The Technology curriculum focuses on integrating essential topics such as sustainable development, climate change, environmental protection, efficient energy use, and financial education It also emphasizes interdisciplinary education by combining Science, Technology, Engineering, and Mathematics (STEM) to enhance learning outcomes and address global challenges.

In Biology education, it is essential for students to apply their knowledge and skills to real-world situations This includes utilizing investigative data to explore solutions for protecting nature and the environment By implementing effective strategies, students can contribute to environmental conservation and sustainability efforts.

22 to climate change and having appropriate behaviors and attitudes for sustainable development "(MOET, 2018a, p 62) (MOET, 2018a, p 62)

Geography is closely linked to climate change, as its curriculum emphasizes the integration of essential topics such as environmental education, natural disaster prevention, and population dynamics It incorporates knowledge from various disciplines, including Physics, Chemistry, and Biology, to enhance geographic understanding This approach fosters a comprehensive learning experience by combining insights from multiple fields into cohesive themes, as outlined by MOET (2018c, p 4).

Climate change can be effectively integrated into various subjects, including Literature, Informatics, and National Defense and Security training, as outlined in the current Agenda This approach allows for a comprehensive understanding of climate issues across diverse fields.

The analysis reveals that there are 36 lessons directly addressing climate change and an additional 170 lessons that can be integrated into climate change education In the New Program, high school students have 3045 class hours and the flexibility to choose subjects that align with their interests Consequently, the extent of climate change-related classes will ultimately depend on the choices made by students, teachers, and schools.

4.1.3.1 About the content and duration of the subjects

The table below outlines the duration of content directly related to climate change, as well as indirectly related topics that can be integrated, within the upper secondary school curriculum across two programs For further details, please refer to Appendices 1 and 2.

Table 4.1 Amount of contents related to climate change in two programs

Current Program New Program Subjects Directly Indirectly Directly Indirectly

The New Program features nearly double the number of lessons on climate change compared to the Current Program, highlighting a significant emphasis on this critical issue This increase reflects the evolving knowledge standards and skill requirements for students in general education The subjects can be categorized into distinct groups to better understand their focus on climate change.

Climate change encompasses a wide range of topics and knowledge areas, making it a critical subject for various educational lessons From natural sciences that detail meteorological phenomena to discussions on the socio-economic impacts of climate change on industries, trades, and local communities, there are numerous opportunities to integrate climate change content into the curriculum.

* Group 2: Physics, Chemistry, Technology, Biological, Out-of-class Education, Experience Activities h

Developing indicators and tools for assessing students' awareness of climate

4.1.4 Teaching education programs in HNUE

Interviews with lecturers at HNUE and a review of faculty curricula reveal that general education program content is not taught as a standalone subject but is integrated into courses like Teaching Methodologies The inclusion of this content varies based on the lecturer and related specialized subjects Typically, students, particularly those in their final year during internships, take the initiative to engage with the general education program.

Teaching Methodologies subjects are crucial as they directly relate to education programs, often serving as the primary avenue for introducing these programs to pedagogical students To effectively prepare a teaching topic, students must understand the relevant chapters, sections, and content within the education program In contrast, other subjects tend to focus on in-depth knowledge without referencing the educational program's content.

The students' understanding of climate change was significantly enhanced through their engagement in two programs, fostering strong connections with lecturers and aligning closely with the subjects taught in the faculty, while also promoting active learning among the students.

4.2 Developing indicators and tools for assessing students' awareness of climate change education in upper secondary programs

The rubric is designed to assess awareness of climate change education by outlining its definition, components, and indicators Each indicator is categorized into three distinct levels of expression, as detailed in Table 4.2.

Table 4.2 Indicators for assessing student’s awareness about contents related to climate change in the upper secondary education programs

Components Indicators Level of expression

1 Identify climate change knowledge in upper secondary education programs

1.1 Study the general education programs and the curriculum of subjects

Have not studied the general education programs and the curriculum of subjects

Study the general education programs and the subject related to the training field

Study the general education programs and the curriculum of subjects

1.2 Recognize and identify knowledge related to climate change in education programs

Not recognize of climate change knowledge in the two programs

Recognize the knowledge about climate change in the curriculum, but not adequate and accurate

Adequately and accurately recognize the knowledge about climate change in the programs

2 Evaluate the degree of integrating knowledge of climate change in education programs

2.1 Comparing the knowledge ratio of climate change in education programs

Can not compare the ratio of knowledge related to climate change in the two programs

Have comparable knowledge related to climate change in the two programs, but has not given a specific rate

Compared and given the ratio of specific differences in climate change knowledge between the two programs

2.2 Assess the trend of integrating climate change knowledge of the New Program

Can not assess the trend of integrating climate change knowledge of the New Program (or assessed as a downward trend)

Assessing the trend of integrating climate change knowledge of the New Program, but not adequate and accurate

Adequately and accurately assess integration trends in specific subjects

3 Proposing the role of climate change education in teaching

3.1 Identify the role of climate change education in the curriculum of subjects

Not identified the important role of climate change education

Identify the important role of climate change education but not adequate and accurate

Adequately and accurately identify the role of climate change education h

Components Indicators Level of expression

3.2 Proposing the role of climate change education with the comprehensive development of students

Not recommended role of climate change education with the overall development of students

Proposing, but not fully and accurately, the role of climate change education in the comprehensive development of students

Adequately and accurately propose the role of climate change education with the comprehensive development of students

4.2.2 Tools for assessing students' awareness

To evaluate students' understanding of climate change education in upper secondary programs, the author created assessment tools designed to measure knowledge and awareness using specific observational indicators.

4.2.2.1 Assessing knowledge about climate change

- There are 15 multiple-choice questions in the knowledge test Each correct answer gets 1 point The maximum point is 15

- Based on the total score of each student and the average score by faculty/year, the author developed a scale to classify levels of knowledge as follows:

Ranked Weak Average Good Very Good

4.2.2.1 Assessing awareness about climate change education

- Based on the mean value of each question (Pimentel, 2019), the author developed a scale to classify levels of awareness about climate change education, as follow:

Survey results on climate change knowledge

Table 4.4 summarizes the students' choices for each question in the knowledge questionnaire, arranged by Studen Year, including Pearson’s Chi index and statistical significance h

Table 4.4 Summary of students' choice for each knowledge question

Question 1 Which gas has increased in concentration significantly in recent years and is considered the main cause of the increase in the greenhouse effect?

Question 2 Greenhouse gases in the lower atmosphere (troposphere) absorb

Infrared radiation is emitted by the surface of the earth and the ocean

Solar radiation is reflected by clouds 49 10.4% 24 8.9%

Solar radiation over the entire electromagnetic spectrum

Question 3 The largest source of greenhouse gas emissions caused by humans comes from

Question 4 Which country has the current largest CO2 emissions in the world?

Question 5 Which greenhouse gas makes up the most percentage in the atmosphere?

Question 6 The ozone layer is mainly depleted for the following reasons?

Emissions of CFCs into the atmosphere

The increasing temperature of the sun's rays

Question 7 Which of the following has the greatest effect on sea level rise?

Melting of ice in the Arctic Ocean 47 10.0% 40 14.9%

Melting of mountain glaciers and ice sheets in Greenland and Antarctic

The emergence of the ocean floor 15 3.2% 4 1.5%

Question 8 When the global average temperature increases, then

The average precipitation remains unchanged

Question 9 Which of the following phenomena are not associated with climate change?

Forest fires are getting worse 62 13.1% 26 9.7% 9.3 0.053

The volcano is more active 85 18.0% 71 26.4%

The storms are more intense 42 8.9% 17 6.3%

Question 10 Where did some of the earliest and strongest impacts of global warming occur?

The effects of global warming are evenly distributed across the planet

Question 11 Climate change mitigation is

Natural and human adjustment to reduce vulnerability and take

32 advantage of opportunities brought about by climate change

Activities that reduce the level and intensity of greenhouse gas emissions

Human activities to prevent climate change from happening

Human activities aimed at reducing vulnerability

Question 12 Climate change adaptation is

Human activities to prevent climate change from happening

Human activities to reduce the temperature rise on Earth

Human activities to reduce the level and intensity of greenhouse gas emissions

Human activities to reduce vulnerability and take advantage of opportunities brought about by climate change

Question 13 What was agreed upon in the "Paris Agreement" at COP-21, held in Paris in 2015?

Limit global warming to below 1 o C, reduce emissions as soon as possible

Limit global warming to below 2 o C 79 16.7% 42 15.6%

Limit global warming to below 4 o C, evaluate the process every ten years

Question 14 Which of the following is not an example of a climate change mitigation strategy?

Alternative clean energy production 75 15.9% 30 11.2% 4.2 0.369 Carbon capture and storage 121 25.6% 75 27.9%

Question 15 Which of the following Adjust the planting time 125 26.5% 65 24.2% 1.6 0.796 h

33 is not an example of climate change adaptation?

Construction of sluice gates to prevent saline water and storm surges

Strengthening and upgrading infrastructure works

Use electric stoves instead of coal stoves, wood stoves to reduce CO 2 emissions

Planning for natural disaster prevention and production business operations

Note: The correct answer to each question is highlighted in bold h

From Table 4.4, it can be seen that there is a difference in the rate of choice between first-year students and fourth-year students, although not much

The analysis of student responses to climate change questions reveals that over 70% correctly identify the gas with significant concentration increases and the country with the highest CO2 emissions However, performance declines on other questions, with only 37.3% and 35.3% correctly answering about greenhouse gases absorbing ultraviolet radiation in the first and fourth years, respectively Additionally, students frequently select familiar keywords like "Industrial Processes" and "CO2," indicating a reliance on recognizable terms rather than a comprehensive understanding of climate change.

Questions 6 to 10 about the impacts of climate change The majority of students answered Questions 6, 7, and 8 correctly, and the percentage of fourth-year students who answered correctly was higher than that of first-year students In Question 9, only 18% of first-year students and 26.4% of fourth-year students chose the correct answer as ―Volcanoes are more active‖ Question 10 about ―Where did some of the earliest and strongest impacts of global warming occur?‖, and more than 63.1% of first-year students and 61.0% of fourth-year students, choose the answer "south latitude", while the correct answer is "north latitude" has the lowest selection rate, respectively 9.1% and 7.8%

The final section includes questions on climate change mitigation and adaptation

In a recent survey, only 18.2% of first-year students and 19% of fourth-year students correctly identified the definition of climate change mitigation In contrast, a significant majority demonstrated a better understanding of climate change adaptation, with 66.1% of first-year students and 71.7% of fourth-year students answering correctly Additionally, many students remain unclear about the specifics of the 2015 Paris Agreement, with incorrect responses such as "Limit global warming to below 1°C" indicating a lack of clarity on the topic.

The results indicate that questions 14 and 15 highlight students' confusion regarding climate change mitigation and adaptation, despite the provision of specific solutions Notably, fourth-year students demonstrated a higher percentage of correct answers, reflecting a slight variation in selection rates across all responses.

In a study analyzing 15 questions, only Questions 4 and 7 demonstrated statistical significance with P < 0.05, indicating a meaningful relationship Conversely, the remaining questions exhibited P > 0.05, suggesting that "Student Year" does not significantly influence the answer choices.

Table 4.5 reveals the distribution of students by Faculty and Year, highlighting a significant percentage with poor and average knowledge scores Notably, only one fourth-year Technical Education student (effectively in their second year) scored 13 points These findings indicate that even students from faculties directly related to climate change, such as Geography and Biology, struggle to attain a solid understanding of fundamental climate change concepts.

Table 4.5 Statistics of knowledge score and classifications

Poor Average Good Very Good

Poor Average Good Very Good

Table 4.6 reveals the highest, lowest, and mean scores across various faculties in relation to student year Notably, first-year Philology students recorded the lowest average score at 4.47, while fourth-year Physics students achieved the highest average score of 6.70 Unfortunately, none of the faculties reached the average level mean score of 7-9.

Table 4.6 Total mean knowledge score of each faculty with student year

Faculty N Minimum Maximum Mean Std

Except for the Math and Geography faculties, fourth-year students have higher mean scores than first-year students, although the gap is insignificant Figure 4.1 shows an intuitive view:

Figure 4.1 Total mean knowledge score of each faculty with student year

The Faculty of Geography was taken aback by survey results indicating that their mean score was lower than that of other faculties, with no Geography students reaching a good level Surprisingly, even fourth-year students scored slightly lower than first-year students, despite the subject's close relation to climate change knowledge Associate Professor Dao Ngoc Hung, an expert in climate change research from the Geography Faculty, commented on these concerning findings.

“I have no comments Although climate change is an area of the

Department of Geography, the Department of Geography has not had a specific subject on climate change Due to lack of training, students' knowledge cannot be high.‖ (N H Dao, personal communication, August

Discussions with Associate Professor Dao Ngoc Hung reveal that Geography Faculty students heavily rely on their lecturers and the curriculum, showing a lack of initiative to pursue knowledge beyond textbooks The absence of a dedicated climate change subject in their training program results in diminished interest and engagement, leading to challenges in acquiring and retaining accurate information on the topic.

The Geography Faculty's knowledge score is notably low, but this is expected to improve starting in 2021 with the introduction of a dedicated climate change subject for its students.

4.4 Students' awareness of the climate change education content in the upper secondary education program

The reliability analysis indicates that the overall Cronbach's Alpha coefficient for all indicators exceeds 0.6, and the total correlation coefficient for the observed variables is above 0.3, confirming the scale's reliability for subsequent analyses Detailed Cronbach's Alpha values and the corresponding code names for the indicators can be found in Appendix 6.

4.4.1 Study the general education programs and the curriculum of subjects

In the Current Program, only 5% of students have thoroughly studied the entire curriculum, while 30.5% have only skimmed through it Additionally, 26.2% of students have focused solely on subjects related to their field of training A notable portion of students, 13.8%, are unaware of the program, and 24.6% know about it but have not engaged in learning it.

The New Program is encouraging students to engage more deeply, with only 8.8% of total students having fully studied it Additionally, the number of students unaware of the program or who have not pursued it is decreasing This trend indicates that HUNE is effectively directing its students' focus towards the New Program, which is set to replace the Current Program in the near future.

Most of the faculty's awareness level in terms of Indicator 1.1 in each student year is just average Some are rated as good as fourth-year Chemistry, Physics, Politics

- Civic Education, Philology, Mathematics-Informatics faculties On the other hand, h

40 the first-year Geography and the entire English faculty have weak awareness about the two programs (See Appendix 7, Indicator 1.1)

4.4.2 Recognize and identify knowledge related to climate change in education programs

A relatively low percentage of students in upper secondary education programs can identify extensive content related to climate change, with only 42.2% recognizing an average amount In the Current Program, 35% of students report very little or no identification of climate change content, while this figure drops to approximately 24.1% in the New Program Consequently, a higher percentage of students in the New Program are able to identify a significant amount or all relevant climate change content.

Pedagogical students demonstrate an average understanding of climate change knowledge, with the English faculty and first-year Mathematics-Informatics students showing particularly weak awareness.

4.4.3 Comparing the knowledge ratio related to climate change in education programs

Students' awareness of their role in climate change education

Many students understand the importance of addressing climate change through education and express a strong desire to promote environmental awareness, even in subjects unrelated to climate issues However, despite their enthusiasm, approximately one-third of these students lack confidence in their ability to effectively prepare for lectures on climate change topics.

(Section 4.7) Table 4.8 shows the summary results of students' awareness of their role in climate change education (For details, see Appendix 7 and Appendix 8 about Indicator 4)

Table 4.8 Summary results of students' awareness of their role in climate change education

Statistically significant difference in awareness Student Years Faculties

Indicator 4 Students' awareness of their role in climate change education

The study found no statistically significant differences in climate change awareness among different student years or faculties As illustrated in Figure 4.3, the high mean score for indicator 4 indicates a strong enthusiasm among students for climate change education.

Figur 4.3 Mean score students' awareness of their role in climate change education

Sub-questions

The most common response to each statement is agreement, with a mode of 4, reflecting an enrollment rate between 48% and 51% Additionally, the percentage of students who strongly agree ranges from 16% to 21%.

According to statement I1, 21.6% of students are unsure if the high school subjects they will teach are connected to climate change knowledge, while only 8.7% of students disagree with this notion.

With statement I2, more than a quarter of students (26.7%) are unsure whether the ―one program, multi-textbook‖ policy would meet the teaching objectives of integrating climate change education

With statement I3, it can be seen that the number of students choosing

"uncertain", "disagree‖ , ―strongly disagree" has decreased, but not significantly Since then, 67.6% of students claim that the training process at HNUE contains knowledge related to climate change

At the end of I4, more than one-third of students are not confident in correctly preparing the topics to teach about climate change.

Source of knowledge

Figure 4.4 illustrates the various sources of information and data that students rely on to enhance their understanding of climate change and respond to survey inquiries Notably, the primary source students engage with is "Information on the Internet."

Television, radio, and newspapers are primary information sources for the majority of people, with usage rates of 66.8%, 64.8%, and 53.4% respectively However, the reliability of climate change information from these platforms, as well as social networks, is often questionable In contrast, scientific conferences and academic journals provide well-founded information, yet students have limited exposure to these sources, with only 22.5% and 18.2% engagement, respectively.

Figure 4.4 Students' sources of knowledge to respond to the survey

Discussion

Through the analysis of survey data, we can verify the research questions and hypotheses as follows:

Research Question Research Hypothesis Verification

What is the level of student's knowledge about the fundamental issues of climate change?

Students have an average level of knowledge about the fundamental issues of climate change

Students have a weak level of knowledge about the fundamental issues of climate change

What is the level of students' awareness about climate change content in the upper secondary education program?

Students have an average awareness of climate change content in the upper secondary education program

Students have a good awareness of climate change content in the upper secondary education program

What is the level of student's awareness about their role in climate change

Students have a good awareness of their role in climate change education

Students have a good awareness of their role in climate change education

Family, friends, relative Television, radio, newspaper

Teachers Social networks Textbooks, classroom teaching content

Scientific conferences Information on the Internet

Pedagogical students demonstrate a lack of understanding regarding fundamental concepts related to climate change, including its definitions, causes, impacts, and potential mitigation and adaptation strategies Notably, no faculty achieved an average score on knowledge tests, even those closely related to climate change, such as Geography, Biology, or Physics Additionally, statistical analysis revealed no correlation between students' academic years and their ability to answer climate change questions, suggesting potential shortcomings in the training process at HNUE This raises critical questions about the effectiveness of environmental education and the level of student engagement with climate change topics.

The score reflects students' interest in climate change, revealing a notably low engagement level among faculties, particularly within the Philology Faculty This lack of interest correlates with students' comprehension of the subject matter; those who are eager to learn tend to achieve higher scores Therefore, enhancing knowledge and fostering interest in climate change education is essential.

Many pedagogical students struggle to fully understand and master the general curriculum and subject programs, particularly in areas like Biology and Geography A significant gap exists regarding climate change education, as students often fail to comprehend the material and apply their knowledge effectively.

Analytical data indicates that fourth-year students possess a higher level of overall awareness compared to first-year students, who exhibit an average awareness Despite the slight difference, fourth-year students consistently demonstrate superior awareness across all indicators.

A recent study highlights a significant accumulation of final year students following a four-year training process, with Physics, Biology, History, and Geography faculties demonstrating the highest levels of awareness Conversely, Philology and English faculties, which are primarily focused on social sciences, exhibit the lowest levels of awareness among students.

Students at the Faculty of English should focus on developing essential skills in speaking, listening, reading, and writing, along with subjects like English language studies, pragmatics, text analysis, and translation Additionally, the presence of articles on topics such as the environment and climate change serves primarily as data, highlighting a potential deficiency in the English department's curriculum.

The survey reveals that students recognize the crucial importance of climate change education and express a strong willingness to engage in related activities This finding aligns with earlier studies by Helen Boon (2016), Nayan (2020), and Jeong (2021), highlighting a consistent awareness among students Furthermore, the investigation into students' knowledge levels and information sources regarding climate change shows similarities to the findings of Helen Boon (2016).

2010), Meilinda et al (2017), Competente (2019) when pedagogical students have low knowledge, misunderstandings about concepts and students are mainly exposed to information from the internet, social networks, and other media

To effectively educate upper secondary students about climate change, pedagogical students must possess a thorough understanding of relevant content within the evolving upper secondary education program in Vietnam This knowledge is crucial not only for final year students and faculties closely linked to climate change but also for all students at HNUE, as integrated teaching approaches gain prominence Research indicates a pressing need to enhance comprehension of the upper secondary education curriculum and climate change knowledge at HNUE to fulfill this essential role.

CONCLUSIONS AND RECOMMENDATIONS

Conclusion

Research highlights the crucial role of climate change education in fostering resilient communities against climate impacts This sustainable approach underscores the significance of raising awareness among future educators, ensuring they are well-equipped to teach and inspire others about environmental challenges.

Pedagogical students demonstrate limited knowledge of climate change, with no significant differences in understanding between first-year and fourth-year students.

Pedagogical students exhibit a generally good level of awareness regarding climate change education within upper secondary education programs However, noticeable gaps remain, particularly in their understanding of specific content Most students tend to focus on overarching trends and general information rather than engaging deeply with the detailed aspects of the curriculum.

Pedagogical students demonstrate a strong awareness of their role in climate change education, expressing confidence in their ability to address this critical issue through their teaching efforts Their enthusiasm for engaging in climate change initiatives highlights their commitment to fostering environmental awareness among future generations.

There appears to be a disconnect between students' awareness of climate change and their understanding of climate change education activities While the surveyed HNUE students demonstrated a good level of awareness, it was only marginally above average, with the highest-scoring questions reflecting conformity bias This suggests that while students may align with popular trends, it remains uncertain whether this awareness translates into meaningful action Future research is essential to evaluate the practical implications of this awareness over time Nonetheless, this study indicates that students at least acknowledge the importance of climate change issues.

51 important values of climate change education, the basic trend of climate change related content in the education programs

Pedagogical students experience a continuous evolution of their knowledge and understanding of educational activities, along with economic, social, and environmental issues, from their time in lecture halls to their roles as teachers To effectively prepare these future educators, it is essential to cultivate their awareness during their university education The author presents recommendations aimed at enhancing this awareness in the following section.

Recommendations

- Recommendations 1 Students need to read more books and strengthen their capacity for document research

Pedagogical students, particularly those in English and Philology faculties, should prioritize reading a diverse range of books, especially scientific literature and monographs beyond standard textbooks This deep engagement with materials will equip them with accurate and comprehensive knowledge of real-world issues, such as climate change Developing research skills is essential for these students, as it prepares them to effectively teach and guide their future students With the implementation of a "one program, many sets of textbooks" approach, teachers must be adept at identifying the most suitable materials to enhance their teaching.

- Recommendation 2 Organize more events about climate change

Organizations at HNUE, including Student Unions and Communist Youth Unions, should enhance their focus on environmental and climate change education by hosting scientific seminars during the teacher training period Inviting experts and scientists will ensure the dissemination of accurate information and provide opportunities for addressing questions while highlighting the significance of climate change awareness Additionally, faculties such as Biology, Geography, and Physics can spearhead activities related to environmental issues and establish clubs, like a green environment club, to further engage students in these critical topics.

- Recommendation 3 Intensify climate change-related content in teaching and examining

At HNUE, lecturers play a crucial role in raising student awareness about climate change by actively integrating related topics into their teaching and assessment methods This can be achieved through discussions, group exercises, and assignments, while ensuring that the implementation aligns with the existing timetable and curriculum By providing brief readings and incorporating fundamental climate change concepts into tests, educators can enhance students' understanding of climate issues without overwhelming them This approach allows pedagogical students to engage meaningfully with climate change challenges.

- Recommendation 4 Strengthen communication between faculties

Climate change is an interdisciplinary challenge that necessitates enhanced communication between academic faculties, particularly in the lecture-student dynamic To foster a more engaging learning environment, students should be encouraged to actively seek guidance from lectures across different disciplines, as East Asian students often exhibit shyness in asking questions and a passive approach to learning (Banks, 2016; Paulhus et al., 2002; Raymond et al., 2017) Therefore, faculties must prioritize discussions regarding the educational curriculum and the specifics of each subject, especially those requiring a multi-dimensional perspective like climate change, to collaboratively identify effective solutions for guiding students.

- Recommendation 5 Use the results of this study as a reference

HNUE lecturers and students can utilize this study's findings to evaluate and enhance the climate change content in upper secondary education programs, particularly the New Program The research presents essential statistics regarding pedagogical students' knowledge and awareness of climate change education, enabling the university to assess and improve its teaching and learning initiatives related to this critical issue.

Limitations of the study and future studies

In Vietnam, there is a lack of research specifically evaluating pedagogical students' awareness of climate change education, particularly regarding their understanding of climate change content in upper secondary education programs This gap hinders the accurate definition and identification of indicators for assessing awareness of climate change education.

The Covid-19 pandemic significantly disrupted survey and interview activities, causing delays and challenges for the author, who has limited experience in sociological research Additionally, restricted access to each faculty's syllabus hindered a comprehensive understanding of the factors influencing students' choices.

This study highlights new research directions in climate change education in Vietnam, focusing on the knowledge, awareness, and ideologies of pedagogical students, teachers, educators, textbook authors, and policymakers.

Vietnam's education system is undergoing substantial transformations in response to evolving economic, social, and environmental challenges To effectively address these issues, comprehensive studies are essential for identifying optimal strategies to enhance educational capacity for sustainable climate change mitigation and adaptation.

Banks, S (2016) Behind Japanese Students’ Silence in English Classrooms Accents

Bien, V M., & Pham, Q C (2015) Intergration of awareness education on climate change into 10th-grade technological

Blazar, D (2016) Teacher and Teaching Effects on Students’ Academic Performance,

Attiudes, and Behaviors Harvard Graduate School of Education

Boon, H (2016) Pre-Service Teachers and Climate Change: A Stalemate? Australian

Journal of Teacher Education, 41(4), 39–63 https://doi.org/10.14221/ajte.2016v41n4.3

Cambridge Dictionary (n.d.) Awareness Retrieved March 23, 2021, from https://dictionary.cambridge.org/dictionary/english/awareness

According to a Pew Research Center report by Carle (2015), climate change is perceived as the foremost global threat, highlighting its critical importance in contemporary discussions Additionally, Competente (2019) emphasizes the role of pre-service teachers in integrating climate change education into their curricula, suggesting that educational frameworks must adapt to address this pressing issue effectively These insights underscore the urgent need for awareness and action regarding climate change at both societal and educational levels.

Dao, N H (2021, August 17) In-depth interview with Associate professor Ph.D Dao

Ngoc Hung (Lecturer of Geography Faculty) about pedagogical student’s awareness of climate change education in the upper secondary education program [Personal communication]

In an insightful interview conducted by T P N Do on August 13, 2021, Dr Do Thi Phi Nga, a senior lecturer in the English Faculty, discussed the critical importance of enhancing pedagogical students' awareness of climate change education within the upper secondary education program This dialogue highlights the need for integrating climate change topics into the curriculum to prepare future educators to effectively address environmental issues in their teaching practices.

Duong and Nguyen (2014) conducted a study aimed at enhancing the educational capacity for environmental protection through an integrated approach in teaching biology to 12th-grade high school teachers in Hanoi This city-level research focuses on developing effective strategies to incorporate environmental education within the biology curriculum, ultimately fostering a greater awareness and responsibility towards environmental issues among students.

Eckstein, D., Kỹnzel, V., Schọfer, L., & Germanwatch (2021) Global Climate Risk

Index 2021 Who Suffers Most Extreme Weather Events? Weather-Related Loss Events in 2019 and 2000-2019

Field, A P (2009) Discovering statistics using SPSS (3rd ed) SAGE Publications Gafoor, K A (2012) Considerations in the Measurement of Awareness 6

Gautam, H R., Bhardwaj, M L., & Kumar, R (2013) Climate change and its impact on plant diseases Current Science, 105(12), 1685–1691 JSTOR

Government of Vietnam (2020) Updated Nationally Determined Contribution (p 46) Greene, S R., & Kamimura, M (2003) Ties that Bind: Enhanced Social Awareness

Development Through Interactions with Diverse Peers 29

GSO [General Statistics Office of Vietnam] (2020, December 27) Report on socio- economic situation in quarter IV and 2020 General Statistics Office of h

Vietnam https://www.gso.gov.vn/du-lieu-va-so-lieu-thong-ke/2020/12/baocao- tinh-hinh-kinh-te-xa-hoi-quy-iv-va-nam-2020/

Han E., & Peter S (2016) Adaptation to climate change through migration—A case study of the Mekong Delta (p 102) International Organization for Migration

Healther, R (2019, May 7) Climate Change May Weaken Children’s Education in the

Tropics New Security Beat https://www.newsecuritybeat.org/2019/05/climate- change-weaken-childrens-education-tropics/

HNUE (n.d.) An overview of Hanoi National University of Education Retrieved

March 7, 2021, from https://hnue.edu.vn/Gioithieu.aspx

IAP, [InterAcademy Partnership for Science] (2017, December 12) A Statement on

Climate Change and Education One Planet Summit, Paris, France

IPCC (2007) Cross-chapter case study In Parry, M.L, O.F Canziani, J.P Palutikof,

C.E Hanson, & P.J van der Linden (Eds.), Climate Change 2007: Impacts, Adaptation and Vulnerability Contribution of Working Group II to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change

Cambridge University Press, Cambridge, UK

IPCC (2013) Climate Change 2013: The Physical Science Basis Contribution of

Working Group I to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change Cambridge University Press, Cambridge, United

Kingdom and New York, NY, USA

IPCC (2014a) Climate change 2014: Mitigation of climate change: Working Group

III contribution to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change (O Edenhofer, Ed.) Cambridge University Press

IPCC (2014b) Climate Change 2014: Synthesis Report Contribution of Working

Groups I, II and III to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change Intergovernmental Panel on Climate Change

Jeong, J S., Gonzỏlez-Gúmez, D., Conde-Nỳủez, M C., Sỏnchez-Cepeda, J S., &

Yllana-Prieto, F (2021) Improving Climate Change Awareness of Preservice Teachers (PSTs) through a University Science Learning Environment

Education Sciences, 11(2), 78 https://doi.org/10.3390/educsci11020078

Langlois, R (2019) Education, a power full tool for combatting climate change A guide for education unions and educators Education International 5 Bd du Roi

Mansour, N (2009) Science Teachers’ Beliefs and Practices: Issues, Implications and

Research Agenda International Journal of Environmental and Science Education, 4(1), 25–48

McKeown, R., & Hopkins, C (2010) Rethinking Climate Change Education Green

Teacher: Education for Planet Earth, Summer 2010(89), 6

McLeod, S A (2019) What a p-value tells you about statistical significance Simply

Psychology https://www.simplypsychology.org/p-value.html h

Meilinda, M., Rustaman, N Y., & Tjasyono, B (2017) The Perceptions of Pre-

Service Science Teachers and Science Teachers about Climate Change Jurnal Pendidikan IPA Indonesia, 6(2), 292 https://doi.org/10.15294/jpii.v6i2.9490

Mochizuki, Y., & Bryan, A (2015) Climate Change Education in the Context of

Education for Sustainable Development: Rationale and Principles Journal of Education for Sustainable Development, 9(1), 4–26 https://doi.org/10.1177/0973408215569109

MOET, [Ministry of Education and Training] (2006) Decision No 16/2006 / QD-

BGDĐT on Promulgating the General Education Program

MOET, [Ministry of Education and Training] (2018a) General Education Program—

MOET [Ministry of Education and Training] (2018b) General Education Program—

Experimental Activities and Career-Oriented Activities

MOET, [Ministry of Education and Training] (2018c) General Education Program—

MOET, [Ministry of Education and Training] (2018d) General Education Program—

MOET, [Ministry of Education and Training] (2018e) General Education Program—

MOET, [Ministry of Education and Training] (2018f) Circular 32/2018 / TT-BGDĐT on Promulgating the General Education Program

MONRE (2017) The second biennial updated report of Viet Nam to the United

Nations Framework Convention on climate change Viet Nam Publishing house of Natural resources, Environment and Cartography

MONRE, [Ministry of Natural Resources and Environment] (2016) Climate Change and Sea Level Rise Scenarios for Vietnam (T Thuc, N V Thang, H T L

Huong, M V Khiem, & Hien, Eds.; Vietnam Institute of Meteorology, Hydrology and Climate Change)

NASA (n.d.) Quiz: Global warming Climate Change: Vital Signs of the Planet

Retrieved July 30, 2021, from https://climate.nasa.gov/climate_resources/16/quiz-global-warming

Nation, M T (2017) How Teachers’ Beliefs About Climate Change Influence Their

Instruction, Student Understanding, and Willingness to Take Action University of South Florida

Nayan, N., Mahat, H., Hashim, M., Saleh, Y., & Norkhaidi, S B (2020) CLIMATE

LITERACY AWARENESS AMONG PRESERVICE TEACHERS IN MALAYSIA Jurnal Cakrawala Pendidikan, 39(1), 89–101 https://doi.org/10.21831/cp.v39i1.26873

Nguyen, T H (2021, August 12) In-depth interview with MST Nguyen The Hung

(Lecturer of Philology Faculty) about pedagogical student’s awareness of climate change education in the upper secondary education program [Personal communication] h

Nguyen, T H., Nguye, T G., & Du, Q A (2020) Assessment of knowledge—

Attitude—Behavior of Can Tho University students about climate change

Journal of Natural Resources and Environment Science, 31, 96–112

Nguyen, T Q (2021) explores the integration of environmental and climate change education into high school biology teaching, specifically focusing on the organizational levels of living organisms This PhD thesis, conducted at Ha Noi National University, emphasizes the importance of incorporating these themes to enhance students' understanding of biological concepts while fostering awareness of environmental issues.

Nguyen, T T (2018) Intergrating climate change education in teaching biology subjects at secondary school Ha Noi University of Education

Nguyen, T T., Tran, T H N., Nguyen, T N T., Nguyen, C U., & Bui, T H Y

In a 2013 study published in the Journal of Science and Development, researchers explored how students at Hanoi University of Agriculture perceive the effects of climate change on agriculture, forestry, fisheries, and the livelihoods of rural communities in Vietnam The findings highlight the significant concerns among students regarding climate change's impact on these vital sectors and emphasize the need for sustainable practices to mitigate adverse effects on rural life.

Nguyen, T V H (2016) Using project methods to improve teaching capacity with integrated climate change education for Geography pedagogy students Ha Noi

Nunnally, J C., & Bernstein, I H (1994) The Assessment of Reliability In

Psychometric Theory (3rd ed., pp 248–292) McGraw Hill Education

Paulhus, D L., Duncan, J H., & Yik, M S M (2002) Patterns of shyness in East-

Asian and European-heritage students Journal of Research in Personality, 36(5), 442–462 https://doi.org/10.1016/S0092-6566(02)00005-3

Pimentel, J L (2019) Some Biases in Likert Scaling Usage and its Correction

Raymond, C Y., Teo, D., & Choon, T (2017) Understanding Asian Students

Learning Styles, Cultural Influence and Learning Strategies Journal of Education, 7(1), 17

Reinhardt, W., Mletzko, C., & Sloep, P B (2012) Understanding the meaning of awareness in Research Networks 2nd Workshop on Awareness and Reflection in Technology Enhanced Learning, 13–30

Rosa, W (Ed.) (2017) Transforming Our World: The 2030 Agenda for Sustainable

Development In A New Era in Global Health Springer Publishing Company https://doi.org/10.1891/9780826190123.ap02

Savasci-Acikalin, F (2009) Teacher beliefs and practice in science education 10(1),

Shiyu Liu, Gillian Roehrig, Devarati Bhattacharya, & Keisha Varma (2015) In-

Service Teachers’ Attitudes, Knowledge and Classroom Teaching of Global Climate Change National Science Education Leadership Association, 24(1),

Stevenson, R B., Nicholls, J., & Whitehouse, H (2017) What Is Climate Change

Education? Curriculum Perspectives, 37(1), 67–71 https://doi.org/10.1007/s41297-017-0015-9 h

Taber, K S (2018) The Use of Cronbach’s Alpha When Developing and Reporting

Research Instruments in Science Education Research in Science Education, 48(6), 1273–1296 https://doi.org/10.1007/s11165-016-9602-2

The Commonwealth (2016) emphasizes the critical role of education in addressing climate change, highlighting the need for policies that integrate environmental awareness into curricula Tieu (n.d.) discusses the importance of enhancing pedagogical students' skills to organize experiential learning activities, aligning with the objectives of the New General Education Program Both sources underscore the necessity of innovative educational approaches to prepare future educators for the challenges posed by climate change.

In her 2015 study, Tong, T M T explores the integration of climate change education into the curricula of primary and secondary schools in Vietnam The article emphasizes the importance of incorporating climate change content into teaching and learning practices to foster awareness and understanding among students By highlighting effective strategies for curriculum development, the study aims to enhance educational outcomes and prepare future generations to address climate challenges The findings underscore the need for educators to adopt innovative approaches to engage students in climate change discussions, ensuring that the topic is relevant and impactful within the Vietnamese educational context.

Tran, D T (2012) Improving climate change education in Vietnam in the interest of sustainable development Journal of Science of HNUE, 57(9), 118–126

Tran, T T H (2021, August 10) In-depth interview with Associate professor Ph.D

Tran Thi Thanh Huyen (Vice-Dean of Biology Faculty) about pedagogical student’s awareness of climate change education in the upper secondary education program [Personal communication]

Tuong, D H (n.d.) In-depth interview with Dr Tuong Duy Hai (Lecturer of

Geography Physics) about pedagogical student’s awareness of climate change education in the upper secondary education program [Personal communication]

UNESCO (2015, June 9) Climate Change Education and Awareness UNESCO https://en.unesco.org/themes/addressing-climate-change/climate-change- education-and-awareness

United Nations (1992) The United Nations Framework Convention on Climate

Change (FCCC/INFORMAL/84; GE.05-62220 (E) 200705) United Nations http://unfccc.int/resource/docs/convkp/conveng.pdf

United Nations, [Framework Convention on Climate Change] (2015) Adoption of the

Paris Agreement 21st Conference of the Parties, Paris: United Nations

Webersik, C (2010) Climate change and security: A gathering storm of global challenges Praeger

WMO, [World Meteorological Organization] (2020) State of the Global Climate

2020-Provisional Report Nature Communications, 11(1), 5172 https://doi.org/10.1038/s41467-020-18922-7

Yamane, T (1967) Statistics: An Introductory Analysis (2nd Edition) Harper and

Yuan, K.-S., Wu, T.-J., Chen, H.-B., & Li, Y.-B (2017) A Study on the Teachers’

Professional Knowledge and Competence in Environmental Education h

EURASIA Journal of Mathematics, Science and Technology Education, 13(7) https://doi.org/10.12973/eurasia.2017.00710a

Zoe Robinson (2011) Teaching Climate Change in Higher Education: Barriers and

Opportunities In S Haslet, D France, & S Gedye (Eds.), Pedagogy of Climate

The content mentioned knowledge of climate change in two educational

Appendix 1 The content mentioned knowledge of climate change in two educational programs directly

4 Physic 10 Special topic 10.3 Physics with environmental protection education

Physics content with environmental protection education

- Discuss, propose, choose options and implement learning tasks:

+ The impact of current energy use on the environment, economy, and climate of Vietnam

+ Outline of pollutants in fossil fuels, acid rain, nuclear energy, ozone layer depletion, climate change

- Discuss, propose, choose options and implement learning tasks:

+ Classification of fossil fuels and renewable energies

+ The role of renewable energy

+ Some essential technologies to obtain renewable energy

8/35 class hour of elective special topics

- The volatility of the ecosystem + Ecological succession

+ To name some phenomena affecting the ecosystem such as global warming, eutrophication, desertification Explain why these phenomena both affect the ecosystem and cause the imbalance of the ecosystem

Special topic 12.3: Ecology of humanity

- Analyzing the value of human ecology in some fields such as + Agriculture;

5/35 class hour of elective special topics

8 Geography 10 Special topic 10.1: Climate change

- Concepts, manifestations, and causes of climate change

- Impacts of climate change and consequences

- Present the concepts, the manifestations of climate change

- Explain the causes of climate change

10/35 class hour of elective special topics h

Analyze the impacts of climate change and its consequences on a global scale

- Explain the importance and urgency of responding to climate change

- Systematize groups of solutions to respond to climate change

+ Can communicate, expressing simply with the topic

11 Some issues of violation of the law on environmental protection

The law on environmental protection encompasses fundamental aspects such as environmental security, which includes the safeguarding of land, water, and air quality It addresses critical issues like climate change, food security, and the impact of natural disasters and epidemics Additionally, the legislation considers the implications of free migration in relation to environmental challenges, highlighting the interconnectedness of these elements in promoting a sustainable and secure environment.

- Know how to propagate and coordinate to prevent violations of the law, protect the environment

Contents that indirectly relate and can integrate the knowledge of

No Subject Grade Program 2006 Class hour

- Section 2.2 Practice speaking, writing paragraphs, narrative, descriptive, and discourse essays

Discourse article: writing a discourse essay on a social issue

Extended Reading: read at least 9 argumentative discourse article, 18 information articles (including articles on the Internet)

- Section 2.2 Types of essay and methods of expression

- Write paragraphs, argumentative discourse essays in combination with manipulation

- Some other types of documents: interview, newsletter, biographical summary

Discourse e article: writing a discourse essay on a social issue

Write a research report on a natural or social issue; know how to use the basic skills of research;

Extended Reading: read at least 9 argumentative discourse article, 18 information articles (including articles on the Internet) Interactive conversation: Discussing an age-appropriate life issue; debate effectively and politely

- Section 2.2 Types of essay and methods of expression

- Discourse article: intergrating discussion skills, social discourse, literary discourse

- Some other types of article: speaking by topic, speaking freely; lecture outline, summary essay

Content 3: Literature Section 3.2 Daily documents Learrn some documents on urgent

Discourse e article: writing a discourse essay on a social issue

To enhance your understanding of argumentative and informational discourse, it is essential to read at least nine argumentative articles and eighteen informational pieces, including online resources Following this extensive reading, you should compile a comprehensive report detailing the outcomes of a project or research focused on a significant natural or social issue Engaging in interactive conversations can further enrich your insights and foster a deeper comprehension of the subject matter.

- Debate an issue with contradictory opinions

No Subject Grade Program 2006 Class hour

Program 2018 Class hour issues that are posing in current life such as: thinking innovation, information technology,

10 Part II, Section 2.3 Community, country, humanity relations Citizen with some urgent human problems

11 Part IV, Section 2 Some policies of our government

- Policies on resource and environmental protection

Special topic 11.1: Economic development and natural environment change

- Identifying negative impacts of economic development on the natural environment, identifying the causes of those impacts

- Explain the need to address the problem of negative impacts of economic development on the natural environment

- A research exercise on the case of human life is adversely affected by the negative impact of economic development on the natural environment

- Evaluate a number of measures and policies being applied in practice to overcome or limit negative impacts of economic development on the natural environment

3/35 class hour of elective special topics

12 Part V, Section 1 The nature and role 2/35 Content; Economic growth and 1/70 class h

No Subject Grade Program 2006 Class hour

Program 2018 Class hour of law in the development of citizens, the country and mankind

- Laws for the sustainable development of the country

- Law with peace and development and progress of mankind class hour development

- Recognize the relationship between economic growth and sustainable development hour

- The gas molecular kinetics theory

- Isothermal, isometric, isotropic pressure for the ideal gas

Chapter VII: Solids and liquids Phase changes

- Evaporation Slightly dry and slightly saturated

12 Using molecular kinetics model, outlined the structure of solids, liquids, gases

- Explain briefly some physical phenomena related to phase changes: melting, vaporization

Special topic: 11.1 Fertilizer Describe the impact of fertilizer use on the environment

1/35 class hour of elective special topics h

No Subject Grade Program 2006 Class hour

Special topic 11.3 Oil and oil refinery Oil production and environmental issues:

- Presenting the risks (oil spills, oil waste problems) causing environmental pollution in the oil exploitation process and how to handle them

Some alternative fuel sources for oil:

- Presenting a number of alternative fuel sources for petroleum (coal, plastic stone, oil stone, natural gas, hydrogen)

2/35 class hour of elective special topics

Contents 9 Chemistry and issues, economics, society, environment

6 Biology 10 Content: Introduction about the living world

- Levels of living organization: cells, bodies, populations - species, communities, ecosystems - biosphere

Content: Microbiology Metabolism of matter and energy in microorganisms

Content: Biology and sustainable development

- Presentation of the definition of sustainable development

- Presenting the role of biology in the sustainable development of living environment

+ Plants: exchange of water, mineral ions and nitrogen; photosynthesis and respiration processes in plants

Content: Energy metabolism in organisms

- Energy metabolism in plants, stating the role of photosynthesis in plants (role for plants, with organisms and biosphere)

- Ecosystem - biosphere and environmental protection:

Content: Environment and ecological factors

- Examples of the impact of ecological factors on biological life and the

No Subject Grade Program 2006 Class hour

+ The material transformation in the ecosystem

+ The transformation of energy in the ecosystem

+ Ecology and natural resource management organism's adaptation to those factors Content: Population Ecology

- Analyzing and applying knowledge about populations in practice

Contents: Ecology for restoration, conservation and sustainable development

Analyze generalized about the impact between economy- society-environment

- Reasonable use of natural resources Analyze the role of environmental protection education for the country's sustainable development

- Proposing activities that they can do to contribute to sustainable development

7 History 10 The significance of the First and Second

11 Part A, Content 3 Development of science - technology (late nineteenth century - early twentieth century)

12 Part A, Content 6 Scientific - technological revolution Part B, Content 5 Vietnam from 1975 to present

- Developing the country in the direction of Innovation (from 1986 up to now)

Content: The world during and after the Cold War

- The role of the United Nations in the field of human rights, culture, society and other fields

Content: The process of socio-economic development in the US from 1945 to the present

- America from the early years of the twenty-first century to the present Content: The reform process opened up

No Subject Grade Program 2006 Class hour

Program 2018 Class hour in China from 1978 to the present

- Main achievements and some characteristics of the opening reform Special topic 12.3: Vietnam's international integration process

1/35 class hour of elective special topics

2 Universe Consequences of the major movements of the Earth

3 Structure of the Earth The lithosphere

7 Some laws of geographic crust Part II Socio-economic geography Content 6 Environment and sustainable development

- Some laws of geographical crust Content: Geography of economic sectors

- Sustainable development and green growth

11 Part I Overview of the world socio- economy Content 3 Some global issues Content 4 Some issues of continents and regions

Part II Regional and national geography

+ The United States of America + European Union

Content: Some world socio-economic issues

- The difference in the socio-economic development level of the groups of countries

- Globalization, economic regionalization and global security Content: Regional and Country Geography

Special topic 11.1: Some issues about

No Subject Grade Program 2006 Class hour

+ Chinese + Southeast Asia region + Australia

Southeast Asia hour of elective special topics

Content 4 Issues of using and protecting nature

Part III Geography of economic branches

Content 1 Economic restructuring Contents 2 Some issues of agricultural development and distribution

Contents 3 Some issues of industrial development and distribution

Content 4 Some issues of development and distribution of service sectors

Part IV Geography of regions Part V Local geography

- The tropical monsoon climate affects production and life

- The issue of rational use of natural resources and environmental protection Content: Residential geography

- Urbanization Content: Geography of economic sectors

- Development of agriculture, forestry, fisheries, industry

Content: Geography of economic regions

- Key economic regions Content Practice learning about local geography

(Write reports on local geography according to a number of topics) Special topic 12.1: Natural disasters and prevention measures

Special topic 12.3: Craft village development

No Subject Grade Program 2006 Class hour

Program 2018 Class hour elective special topics

9 Technology 10 Contents 2:Animal husbandry, aquaculture

- Habitat of livestock and aquatic animals

Content 3: Preservation and processing of agricultural, forestry and fishery products

Factors affecting the quality of agricultural products

Industry Orientation Content: Technology innovation + Evaluate the characteristics of the industrial revolutions, a number of popular technology products

Agriculture Orientation Content: High-tech cultivation and Environmental protection in farming

Special topic: Biotechnology in cultivation

2/35 class hour of elective special topics

Content: Mechanical production Recognizing the importance of environmental protection in mechanical

No Subject Grade Program 2006 Class hour

Agriculture Orientation Content: Environmental protection in animal husbandry

Special topic: Biotechnology in animal husbandry

2/35 class hour of elective special topics

Content Safety and power saving

- Planting and taking care of forests

- Protecting and exploiting forest resources sustainably

- Protect exploitation of aquatic resources

Special topic: Biotechnology in forestry and fisheries

2/35 class hour of elective special topics

No Subject Grade Program 2006 Class hour

- Talking about protection of sea creatures, national parks and environment hour - Ecotourism

- Talking about types and sources of energy

- Talking about threats to environment and rules / protection measures

- Describing information from charts / tables

- Talking about changes the new policy has brought about

- Writing a report based on given information

- Talking about problems related to deserts and desert life

- Talking about international organizations and their activities/ characteristics

Topic 10.2: Practice using presentation software

Project: Prepare a presentation on a practical topic

1/35 class hour of elective special topics

11 Special topic 11.1: Practice using decorative painting software

- Represents a message that needs to be

No Subject Grade Program 2006 Class hour

Program 2018 Class hour conveyed special topics

12 Topic A Computer and knowledge society

It identifies some fields of science, technology, and life that have been developing firmly based on the outstanding achievements of AI

10 Content 3 Some understanding of civil defense

- Know the usual precautions for some types of bombs, ammunition, and natural disasters

Common knowledge about prevention and response to certain types of natural disasters

10 Content 5 Peace, friendship and cooperation

- Know, analyze and explain the meaning of peace, friendship, and cooperation in the relationship between nations for sustainable development

- Having a critical attitude towards the manifestations of lack of goodwill in the relationship between peoples and nations

Content 6 Summer volunteering for community life

- Actively participate and know how to organize some summer activities by their own abilities

Content: Learn and protect the environment

- Analyzing and assessing the current state of the natural environment in the locality; human impacts on the natural environment

- Making presentations to different subjects about the meaning of protecting the natural environment

- Proposing and participating in the implementation of solutions to protect the natural environment

No Subject Grade Program 2006 Class hour

11 Content 5 Peace, friendship, and cooperation

- Agree and support the development of each country, fight with lack of goodwill

Content 6 Summer volunteering for community life

- Be proactive and active in organizing summer activities in the locality

- Responsible for summer activities organized by the locality

Content: Learn and protect the environment

Research, survey the current natural environment in the locality, impact business development on the environment, and report the survey results

- Recommendations on environmental protection from survey data

- Propaganda to local people about measures to protect natural resources

12 Content 5 Peace, friendship, and cooperation

- Understanding, analyzing issues of peace, friendship, and cooperation; on Vietnam's position in the ASEAN organization

Content 6 Summer volunteering for community life

- Know how to coordinate to organize summer activities in the locality

- Willing to participate in local summer activities

- Activities to explore and preserve natural landscapes

- Active to learn and protect lips school

The owner mentioned the protection of local flora and fauna

Survey Form_English Version

Greetings, I am Pham Thanh Hai, a graduate student of Vietnam Japan University, Vietnam National University, Hanoi I am currently conducting a small research on

This article evaluates the awareness of pedagogical students regarding climate change education within Vietnam's upper secondary education program It emphasizes the significance of understanding climate change issues among future educators, as their awareness can influence the integration of environmental education in schools The survey aims to gather valuable insights from participants, highlighting the importance of their opinions in shaping effective climate change curricula Your cooperation in this research is crucial for enhancing educational strategies related to climate change in Vietnam.

This survey is conducted solely for academic research and is not a test Your responses will be collected accurately and kept anonymous We greatly appreciate your participation in this study.

GENERAL INFORMATION i) You are the student of which year:

☐ First-year (K70) ☐ Fourth-year (K67) ii) You are the student of which faculty:

- ☐ Faculty of Politics - Civic Education

I Questions about knowledge related to climate change

Question 1 Which gas has increased in concentration significantly in recent years and is considered to be the main cause of the increase in the greenhouse effect?

Question 2 Greenhouse gases in the lower atmosphere (troposphere) absorb

☐ Infrared radiation is emitted by the surface of the earth and ocean

☐ Solar radiation is reflected by clouds

☐ Solar radiation over the entire electromagnetic spectrum

Question 3 The largest source of greenhouse gas emissions caused by humans comes from

Question 4 Which country has the current largest CO2 emissions in the world

Question 5 Which greenhouse gas makes up the most percentage in the atmosphere?

Question 6 The ozone layer is mainly depleted by the following reasons?

☐ Emissions of CFCs into the atmosphere

☐ The increasing temperature of the sun's rays

Question 7 Which of the following has the greatest effect on sea level rise?

☐ Melting of ice in the Arctic Ocean

☐ Melting of mountain glaciers and ice sheets in Greenland and Antarctica

☐ The emergence of the ocean floor

Question 8 When the global average temperature increases, then

☐ The average precipitation remains unchanged

Question 9 Which of the following phenomena are not associated with climate change?

☐ Forest fires are getting worse

☐ The volcano is more active

☐ The storms are more intense

Question 10 Where did some of the earliest and strongest impacts of global warming occur?

☐ The effects of global warming are evenly distributed across the planet

Question 11 Climate change mitigation is

☐ natural and human adjustment to reduce vulnerability and take advantage of opportunities brought about by climate change

☐ activities that reduce the level and intensity of greenhouse gas emissions

☐ human activities to prevent climate change from happening h

☐ human activities aimed at reducing vulnerability

Question 12 Climate change adaptation is

☐ human activities to prevent climate change from happening

☐ human activities to reduce the temperature rise on Earth

☐ human activities to reduce the level and intensity of greenhouse gas emissions

☐ human activities to reduce vulnerability and take advantage of opportunities brought about by climate change

Question 13 What was agreed upon in the "Paris Agreement" at COP-21, held in Paris in 2015?

☐ Limit global warming to below 1 o C, reduce emissions as soon as possible

☐ Limit global warming to below 2 o C

☐ Limit global warming to below 4 o C, evaluate the process every 10 years

Question 14 Which of the following is not an example of a climate change mitigation strategy?

Question 15 Which of the following is not an example of climate change adaptation? h

☐ Construction of sluice gates to prevent saline water and storm surges

☐ Strengthening and upgrading infrastructure works

☐ Use electric stoves instead of coal stoves, wood stoves to reduce CO 2 emissions

☐ Planning for natural disaster prevention and production business operations

II Awareness about climate change education in upper secondary education program

1.1 Have you learned the upper secondary education program 2006 and 2018, and to what extent below?

Scale: 1 = Don’t know the program; 2 = Know it, but have not learn; 3 = Read briefly;

4 = Learned, but only subject related to the field being trained; 5 = Have carefully studied the entire program

1.2 To what extent have you identified the issues related to climate change in the two upper secondary education programs 2006 and 2018?

Scale: 1 = Completely Unidentified; 2 = Identify very little content; 3 = Identify average amount of content; 4 = Identify a lot of content; 5 = Identify all content

You have identified content related to climate change in the current upper secondary education program (2006)

You have identified content related to climate change in the new upper secondary education program (2018)

You identify the change in content related to climate change between the two programs h

2.1 Comparing the proportion of climate change knowledge in the two curricula of high education 2006 and the curriculum of high education 2018

Scale: 1 = Strongly disagree; 2 = Disagree; 3 = Uncertain/ Not sure; 4 = Agree; 5 Strongly Agree

In the current upper secondary education program (2006), the content of knowledge related to climate change accounts for about

There are more lessons that can relate to knowledge about climate change in the new program (2018) than in the current program

The 2018 program offers increased flexibility, allowing teachers and learners to determine the extent of climate change knowledge content, unlike the more rigid structure of the 2006 program.

2.2 Evaluate the shift of integrating climate change knowledge of the Program 2018 Please choose the answer that suits your thoughts

Scale: 1 = Strongly disagree; 2 = Disagree; 3 = Uncertain/ Not sure; 4 = Agree; 5 Strongly Agree

Many subjects have knowledge related to climate change

The new upper secondary education program

(2018) focuses more on teaching integrating knowledge about climate change in subjects

In the new upper secondary education program

Physics are subjects with many topics and contents directly addressing climate change

3.1 Identify the role of climate change education in the curriculum of subjects

Please choose the answer that suits your thoughts h

Scale: 1 = Strongly disagree; 2 = Disagree; 3 = Uncertain/ Not sure; 4 = Agree; 5 Strongly Agree

Climate change education helps linked subject knowledge

Climate change education is very important for students to have a broader and deeper understanding of nature

Climate change education needs to be supplemented with extracurricular activities

3.2 Proposing the role of climate change education with the holistic development of students

Please choose the answer that suits your thoughts

Scale: 1 = Strongly disagree; 2 = Disagree; 3 = Uncertain/ Not sure; 4 = Agree; 5 Strongly Agree

Climate change education helps students to be properly aware of the natural environment

Climate change education helps students change their attitudes toward the natural environment

Climate change education helps students acquire skills to respond to climate change

III Students' awarness of their role in climate change education

Please choose the answer that suits your thoughts

Scale: 1 = Strongly disagree; 2 = Disagree; 3 = Uncertain/ Not sure; 4 = Agree; 5 Strongly Agree

If you become a teacher, through teaching you will contribute to solving the problem of climate change

If the subject you teach is not related to climate change, you will still actively remind and educate students about environmental protection and climate change response h

1 Please choose the answer that suits your thoughts

Scale: 1 = Strongly disagree; 2 = Disagree; 3 = Uncertain/ Not sure; 4 = Agree; 5 Strongly Agree

The subjects that you are trained to teach in upper secondary schools have knowledge related to climate change

The policy of "one program, many textbooks" can unify and meet the goal of integrating climate change education

Knowledge in the subjects and training at HNUE concerned with climate change issues

You can confidently prepare exactly the topics taught about climate change for students you will teach

Many individuals acquire their knowledge of climate change from various sources, including scientific research and media coverage The two most influential sources for understanding climate change often include educational institutions and online platforms, which provide valuable insights and information.

☐ From textbooks, classroom teaching content

Thank you for your cooperation h

Survey Form_Vietnamese Version

Xin chào, tôi là Phạm Thanh Hải, học viên cao học tại Đại học Việt Nhật, thuộc Đại học Quốc gia Hà Nội Hiện tại, tôi đang thực hiện một nghiên cứu nhỏ về

Sinh viên Đại học Sư phạm Hà Nội có nhận thức quan trọng về giáo dục biến đổi khí hậu trong chương trình giáo dục trung học phổ thông Việc nghiên cứu ý kiến của sinh viên về vấn đề này là cần thiết để hiểu rõ hơn về sự quan tâm và hiểu biết của họ Sự tham gia của bạn vào cuộc khảo sát này sẽ góp phần nâng cao chất lượng giáo dục và nâng cao nhận thức cộng đồng về biến đổi khí hậu Mọi ý kiến đóng góp của bạn đều rất quý giá và sẽ hỗ trợ cho nghiên cứu này.

Nghiên cứu này chỉ nhằm mục đích học thuật và không được sử dụng cho bất kỳ mục đích nào khác, đồng thời không phải là một bài kiểm tra Tất cả thông tin bạn cung cấp sẽ được ghi chép một cách chính xác và hoàn toàn mang tính khuyết danh.

Xin chân thành cảm ơn sự tham gia của các bạn đối với cuộc nghiên cứu này

THÔNG TIN CHUNG i) Bạn là học sinh niên khóa:

☐ Năm thứ nhất (K70) ☐ Năm thứ tư (K67) ii) Bạn là sinh viên của khóa:

- ☐ Khoa Sư phạm kỹ thuật

- ☐ Khoa Lý luận chính trị - Giáo dục công dân

- ☐ Khoa Sư phạm Tiếng Anh

I Bộ câu hỏi kiểm tra kiến thức liên cơ bản về BĐKH: (15 câu hỏi)

1.1 Câu hỏi liên quan đến nguyên nhân gây ra biến đổi khí hậu

Câu 1 Loại khí nào đã tăng nồng độ đáng kể trong những năm gần đây và được coi là nguyên nhân chính làm gia tăng hiệu ứng nhà kính? h

Câu 2 Khí nhà kính trong tầng khí quyển thấp (tầng đối lưu) hấp thụ

☐ Bức xạ tia cực tím

☐ Bức xạ hồng ngoại do bề mặt đất và đại dương ph t ra

☐ Bức xạ mặt trời do c c đ m m y phản xạ

☐ Bức xạ mặt trời trên toàn bộ quang phổ điện từ

Câu 3 Nguồn phát thải khí nhà kính lớn nhất do con người gây ra đến từ

☐ sản xuất điện và khí đốt

Câu 4 Quốc gia nào có lượng phát thải khí nhà kính lớn nhất thế giới

Câu 5 Loại khí nhà kính nào chiếm tỉ lệ nhiều nhất trong khí quyển?

1.2 Câu hỏi liên quan đến tác động gây ra bởi biến đổi khí hậu

Câu 6 Tầng ôzôn chủ yếu bị suy giảm do nguyên nhân nào dưới đây?

☐ Đốt nhiên liệu hóa thạch

☐ Ô nhiễm từ các bãi rác thải

☐ Phát thải các chất CFC vào bầu khí quyển

☐ Nhiệt độ ngày càng tăng của tia nắng mặt trời

Câu 7 Điều nào sau đây có ảnh hưởng lớn nhất đến nước biển dâng?

☐ Sự tan chảy của các tảng băng trôi

☐ Sự tan chảy của băng trên Bắc Băng Dương

☐ Sự tan chảy của các sông băng vùng núi và các tảng băng tại Greenland và

☐ Sự trồi lên của đ y đại dương h

Câu 8 Khi nhiệt độ trung bình toàn cầu tăng lên thì

☐ lượng mưa trung bình tăng

☐ lượng mưa trung bình giảm

☐ lượng mưa trung bình không đổi

Câu 9 Hiện tượng nào sau đây không gắn với biến đổi khí hậu?

☐ Hiện tượng cháy rừng diễn ra nghiêm trọng hơn

☐ Núi lửa hoạt động mạnh hơn

☐ Các rạn san hô đang suy giảm

☐ Lớp băng vĩnh cửu giải phóng CH 4

☐ C c cơn bão có cường độ mạnh hơn

Câu 10 Một số tác động mạnh nhất và sớm nhất của hiện tượng nóng lên toàn cầu đã xảy ra ở đâu?

☐ C c t c động của hiện tượng nóng lên toàn cầu được phân bổ đều trên khắp hành tinh

1.3 Câu hỏi liên quan đến giảm nhẹ và thích ứng với biến đổi khí hậu

Câu 11 Giảm nhẹ biến đổi khí hậu là h

Sự điều chỉnh của tự nhiên và con người giúp giảm thiểu khả năng dễ bị tổn thương trước biến đổi khí hậu, đồng thời tận dụng những cơ hội mà nó mang lại.

☐ các hoạt động làm giảm mức độ và cường độ phát thải các khí nhà kính

☐ các hoạt động của con người nh m ngăn cản biến đổi khí hậu xảy ra

☐ các hoạt động của con người nh m giảm khả năng dễ bị tổn thương

Câu 12 Thích ứng với biến đổi khí hậu là

☐ các hoạt động của con người nh m ngăn cản biến đổi khí hậu xảy ra

☐ các hoạt động của con người nh m giảm sự gia tăng nhiệt độ trên Tr i Đất

☐ các hoạt động của con người nh m giảm mức độ và cường độ phát thải các khí nhà kính

☐ các hoạt động của con người nh m giảm khả năng dễ bị tổn thương và tận dụng những cơ hội do BĐKH mang lại

Câu 13 Điều gì đã được nhất trí trong "Thỏa thuận Paris" tại hội nghị COP-21, được tổ chức tại Paris năm 2015?

☐ Hạn chế sự nóng lên toàn cầu xuống dưới 1 o C, giảm mức phát thải càng sớm càng tốt

☐ Hạn chế sự nóng lên toàn cầu xuống dưới 2 o C

☐ Hạn chế sự nóng lên toàn cầu xuống dưới 4 o C, đ nh gi qu trình thực hiện 10 năm một lần

☐ Theo đuổi mục tiêu 100% năng lượng sạch, tái tạo

Câu 14 Điều nào sau đây không phải là một ví dụ về chiến lược giảm nhẹ tác động biến đổi khí hậu?

☐ Sản xuất năng lượng sạch thay thế h

☐ Thu hồi và lưu trữ carbon

☐ Sử dụng điện tiết kiệm

☐ Xây dựng các hồ chứa nước

☐ Kí kết các thỏa thuận quốc tế về phát thải

Câu 15 Điều nào sau đây không phải là một ví dụ về hoạt động thích ứng với tác động biến đổi khí hậu?

☐ Điều chỉnh thời gian gieo trồng

☐ Xây dựng hệ thống cống ngăn mặn, triều cường

☐ Gia cố và nâng cấp c c công trình cơ sở hạ tầng

☐ Sử dụng bếp điện thay cho bếp than, bếp củi nh m giảm phát thải khí CO 2

☐ Lập kế hoạch phòng chống thiên tai và đảm bảo hoạt động kinh doanh sản xuất

II Đánh giá nhận thức về GD BĐKH trong chương trình giáo dục trung học phổ thông (CTGDTHPT)

Các mục 1.1; 1.2…vv tương ứng với các tiêu chí 1.1; 1.2 vv trong bảng tiêu chí đánh giá

1.1 Bạn đã tìm hiểu Chương trình gi o dục trung học phổ thông 2006 và 2018 chưa và ở mức độ nào dưới đ y?

Tìm hiểu chương trình gi o dục phổ thông hiện hành (2006)

Tìm hiểu chương trình gi o dục phổ thông mới

Quy đổi mức độ hiểu biết về chương trình như sau: 1 = Không biết có chương trình; 2 = Biết về chương trình nhưng chưa tìm hiểu; 3 = Đã đọc sơ qua thông tin; 4 = Đã tìm hiểu nhưng chỉ về môn học liên quan đến ngành đào tạo; 5 = Đã tìm hiểu kỹ lưỡng toàn bộ chương trình.

1.2 Bạn đã x c định được các nội dung liên quan đến biến đổi khí hậu trong 2 chương trình giáo dục trung học phổ thông 2006 và 2018 ở mức độ nào dưới đ y?

Bạn x c định được nội dung liên quan đến biến đổi khí hậu trong chương trình gi o dục trung học phổ thông hiện hành (2006)

Bạn x c định được nội dung liên quan đến biến đổi khí hậu trong chương trình gi o dục trung học phổ thông mới (2018)

Bạn x c định được sự thay đổi về nội dung liên quan đến biến đổi khí hậu giữa hai chương trình

Quy đổi nội dung được đánh giá theo thang điểm từ 1 đến 5, trong đó 1 là hoàn toàn không xác định được nội dung, 2 là xác định được rất ít nội dung, 3 là xác định được nội dung ở mức trung bình, 4 là xác định được khá nhiều nội dung, và 5 là xác định được hết nội dung.

2.1 So s nh được tỉ lệ kiến thức BĐKH trong 2 CT GDPT 2006 và CT GDPT 2018 Hãy chọn câu trả lời phù hợp với suy nghĩ của bạn

Quy đổi: 1 = Rất không tán thành; 2 = Không tán thành; 3 = Không chắc chắn/Không rõ; 4 = Tán thành; 5 = Rất tán thành

Trong Chương trình GDTHPT 2006, nội dung kiến thức liên quan đến biến đổi khí hậu chiếm khoảng 4 %

Số lượng tiết học có thể liên hệ kiến thức liên quan đến biến đổi khí hậu trong Chương trình

GDTHPT 2018 nhiều hơn Chương trình

Chương trình GDTHPT 2018 linh động hơn, nên tỷ lệ nội dung kiến thức liên quan đến biến đổi khí hậu nhiều hơn hay ít hơn Chương trình

GDTHPT 2006 là do người dạy và học quyết định

2.2 Đ nh gi được xu hướng tích hợp kiến thức biến đổi khí hậu của Chương trình

Hãy chọn câu trả lời phù hợp với suy nghĩ của bạn h

Quy đổi: 1 = Rất không tán thành; 2 = Không tán thành; 3 = Không chắc chắn/Không rõ; 4 = Tán thành; 5 = Rất tán thành

Nhiều môn học có nội dung kiến thức liên quan đến biến đổi khí hậu

Chương trình THPT 2018 chú trọng hơn việc dạy học tích hợp các kiến thức về biến đổi khí hậu trong các môn học

Trong chương trình học năm 2018, các môn Sinh học, Địa lí, Công nghệ và Vật lí đều đề cập đến nhiều chủ đề liên quan trực tiếp đến vấn đề biến đổi khí hậu.

3.1 X c định được vai trò của Giáo dục biến đổi khí hậu trong chương trình c c môn học

Hãy chọn câu trả lời phù hợp với suy nghĩ của bạn

Quy đổi: 1 = Rất không tán thành; 2 = Không tán thành; 3 = Không chắc chắn/Không rõ; 4 = Tán thành; 5 = Rất tán thành

Giáo dục biến đổi khí hậu giúp kiến thức các môn học liên kết với nhau

Giáo dục biến đổi khí hậu rất quan trọng giúp học sinh hiểu biết rộng hơn, s u hơn về tự nhiên

Giáo dục biến đổi khí hậu cần được bổ sung thêm vào các hoạt động ngoài giờ giảng dạy

3.2 Đề xuất được vai trò của Giáo dục biến đổi khí hậu với sự phát triển toàn diện của học sinh

Hãy chọn câu trả lời phù hợp với suy nghĩ của bạn

Quy đổi: 1 = Rất không tán thành; 2 = Không tán thành; 3 = Không chắc chắn/Không rõ; 4 = Tán thành; 5 = Rất tán thành

Giáo dục biến đổi khí hậu giúp học sinh nhận thức đúng về môi trường tự nhiên

Giáo dục biến đổi khí hậu giúp học sinh thay đổi về th i độ ứng xử với môi trường tự nhiên

Giáo dục biến đổi khí hậu giúp học sinh có thêm h

94 c c kĩ năng thích ứng với biến đổi khí hậu

III Nhận thức của sinh viên về vai trò của mình đối với giáo dục biến đổi khí hậu

Hãy chọn câu trả lời phù hợp với bạn

Quy đổi: 1 = Rất không tán thành; 2 = Không tán thành; 3 = Không chắc chắn/Không rõ; 4 = Tán thành; 5 = Rất tán thành

Nếu trở thành giáo viên, thông qua giảng dạy, bạn sẽ đóng góp vào việc giải quyết vấn đề biến đổi khí hậu

Dù môn học bạn giảng dạy không trực tiếp liên quan đến biến đổi khí hậu, bạn vẫn nên tích cực nhắc nhở và tuyên truyền cho học sinh về tầm quan trọng của việc bảo vệ môi trường và ứng phó với biến đổi khí hậu.

1 Hãy chọn câu trả lời phù hợp với bạn

Quy đổi: 1 = Rất không tán thành; 2 = Không tán thành; 3 = Không chắc chắn/Không rõ; 4 = Tán thành; 5 = Rất tán thành

Môn học mà bạn được đào tạo để dạy tại trường phổ thông có nội dung kiến thức liên quan đến biến đổi khí hậu

Chủ trương một chương trình, nhiều bộ sách giáo khoa có thể thống nhất và đ p ứng được mục tiêu tích hợp giáo dục biến đổi khí hậu

Kiến thức trong các môn học, qu trình đào tạo rèn luyện tại HNUE có liên quan với vấn đề biến đổi khí hậu

Bạn tự tin có thể chuẩn bị chính xác các chủ đề giảng dạy về biến đổi khí hậu cho học sinh mà bạn sẽ dạy

Biến đổi khí hậu là một vấn đề quan trọng mà bạn có thể đã nghe qua từ nhiều nguồn khác nhau Hãy chia sẻ ý tưởng và kiến thức của bạn về chủ đề này Bạn hãy chọn hai phương án mà bạn cảm thấy đúng nhất với bản thân để trả lời cuộc khảo sát này.

☐ Gia đình, bạn bè, người thân

☐ Từ các mạng xã hội

☐ Từ giáo trình, nội dung giảng dạy trên lớp

☐ Từ các hội thảo khoa học

☐ Tạp chí học thuật/sách khoa học

☐ Thông báo của cơ quan chính phủ /thông tin

Chân thành cảm ơn sự hợp tác của bạn h

Description of the samples

Student Year Total First year Fourth year

Evaluate the reliability of the scale

Cronbach's Alpha values of the indicators h

Corrected Item – Total Correlation Indicator

Study the general education programs and thecurriculum of subjects 0.744

Have you learned the current education program (2006)

Have you learned the new education program

Recognize and identify knowledge related to climate change in programs 0.831

You can identify content related to climate change in the current upper secondary education program (2006)

You can identify content related to climate change in the new upper secondary education program (2018)

You can identify the change in content related to climate change between the two programs

Comparing the knowledge ratio related to climate change in education programs 0.780

In the current upper secondary education program (2006), the content of knowledge related to climate change accounts for about

There are more lessons that can relate to knowledge about climate change in the new program (2018) than in the current program

The 2018 program offers increased flexibility, allowing teachers and learners to determine the extent of climate change-related knowledge content, in contrast to the 2006 program.

Assess the trend of integrating climate change knowledge in New Program 0.884

Many subjects have knowledge related to climate change

The new upper secondary education program

(2018) focuses more on teaching integrating knowledge about climate change in subjects

In the new upper secondary education program

Physics are subjects with many topics and contents directly addressing climate change

Identify the role of climate change education in the curriculum of subjects 0.903

Climate change education helps linked subject knowledge

Climate change education is very important for students to have a broader and deeper understanding of nature

Climate change education needs to be supplemented with extracurricular activities

Proposing the role of climate change education with the comprehensive development of students

Climate change education helps students to be properly aware of the natural environment

Climate change education helps students change their attitudes toward the natural environment

Climate change education helps students acquire skills to respond to climate change

Students' awareness of their role in climate change education 0.895

If you become a teacher, through teaching, you will contribute to solving the problem of climate change

If the subject you teach is not related to climate change, you will still actively remind and educate students about environmental protection and climate change response

The subjects that you are trained to teach in upper secondary schools have knowledge related to climate change

The policy of "one program, many textbooks" can unify and meet the goal of integrating climate change education

Knowledge in the subjects and training at

HNUE concerned with climate change issues

You can confidently prepare exactly the topics taught about climate change for students you will teach

Descriptive statistic and sorting awareness of Indicators

Scale: 1 = Do not know the program; 2 = Know it but have not learned; 3 = Read briefly; 4

= Learned, but only subject related to the field being trained; 5 = Have carefully studied the entire program

Mean value of indicator 1.1 and corresponding level of awareness

First year 25 2.8400 1.07742 Average Fourth year 22 3.1818 77989 Avergae

First year Fourth year Total

Scale: 1 = Completely Unidentified; 2 = Identify very little content; 3 = Identify average amount of content; 4 = Identify a lot of content; 5 = Identify all content

Mean value of indicator 1.2 and corresponding level of awareness

All faculty Fourth year 269 3.0211 80471 Average

Scale: 1 = Strongly disagree; 2 = Disagree; 3 = Uncertain/ Not sure; 4 = Agree; 5 = Strongly Agree

Mean value of indicator 2.1 and corresponding level of awareness

All faculty Fourth year 269 3.3779 71619 Average

Scale: 1 = Strongly disagree; 2 = Disagree; 3 = Uncertain/ Not sure; 4 = Agree; 5 = Strongly Agree

Mean value of indicator 2.2 and corresponding level of awareness

First year Fourth year Total

Scale: 1 = Strongly disagree; 2 = Disagree; 3 = Uncertain/ Not sure; 4 = Agree; 5 = Strongly Agree

Mean value of indicator 3.1 and corresponding level of awareness

First year Fourth year Total

Scale: 1 = Strongly disagree; 2 = Disagree; 3 = Uncertain/ Not sure; 4 = Agree; 5 = Strongly Agree

Mean value of indicator 3.2 and corresponding level of awareness

First year Fourth year Total

Mean value of Overall Awereness and corresponding level of awareness

All faculty Fourth year 269 3.5644 59164 Good

Scale: 1 = Strongly disagree; 2 = Disagree; 3 = Uncertain/ Not sure; 4 = Agree; 5 = Strongly Agree

Mean value of Indicator 4 and corresponding level of awareness

First year Fourth year Total

Scale: 1 = Strongly disagree; 2 = Disagree; 3 = Uncertain/ Not sure; 4 = Agree; 5 = Strongly Agree h

ANOVA test results

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig

Sum of Squares df Mean Square F Sig

Test of Homogeneity of Variances h

Levene Statistic df1 df2 Sig

Sum of Squares df Mean Square F Sig

Test of Homogeneity of Variances

Sum of Squares df Mean

Robust Tests of Equality of Means

Welch 6.330 1 589.845 012 a Asymptotically F distributed b By Faculty

Test of Homogeneity of Variances h

Sum of Squares df Mean

Test of Homogeneity of Variances

Indicator 2.1 Levene Statistic df1 df2 Sig

Sum of Squares df Mean

Test of Homogeneity of Variances

Indicator_2.1 Levene Statistic df1 df2 Sig

Sum of Squares df Mean

Test of Homogeneity of Variances

Indicator2.2 Levene Statistic df1 df2 Sig

Sum of Squares df Mean Square F Sig

Robust Tests of Equality of Means

Welch 4.605 1 619.496 032 a Asymptotically F distributed b By Faculty

Test of Homogeneity of Variances

Indicator2.2 Levene Statistic df1 df2 Sig

Sum of Squares df Mean

Test of Homogeneity of Variances

Sum of Squares df Mean

Robust Tests of Equality of Means

Welch 13.164 1 671.839 000 a Asymptotically F distributed b By Faculty

Test of Homogeneity of Variances

Indicator_3.1 Levene Statistic df1 df2 Sig

Sum of Squares df Mean

Robust Tests of Equality of Means

Test of Homogeneity of Variances

Sum of Squares df Mean

Robust Tests of Equality of Means

Welch 8.513 1 610.663 004 a Asymptotically F distributed b By Faculty

Sum of Squares df Mean

Robust Tests of Equality of Means

Overall Awareness a By Student Year

Test of Homogeneity of Variances

Sum of Squares df Mean

Test of Homogeneity of Variances

Sum of Squares df Mean

Test of Homogeneity of Variances

Sum of Squares df Mean Square F Sig

Robust Tests of Equality of Means h

Welch 392 1 655.390 531 a Asymptotically F distributed b By Faculty

Test of Homogeneity of Variances

Sum of Squares df Mean