Hiện nay, những vấn nạn về vấn đề môi trường như hạn hán, lũ lụt, sóng thần, cạn kiệt các nguồn tài nguyên thiên nhiên, ô nhiễm không khí, đất đai ...v.v và đặc biệt là biến đổi khí hậu đang diễn ra, đã và đang ảnh hưởng trực tiếp đến sự sinh tồn của bản thân con người. Do vậy, những lời kêu gọi con người phải suy nghĩ và hành động thiết thực để bảo vệ môi trường ngày càng trở nên cấp bách. Các hoạt động bảo vệ môi trường mang tính quốc gia, khu vực và toàn cầu ngày nay không chỉ ở mức độ phong trào vận động mang tính hình thức mà đã thực sự trở thành nội dung trọng điểm trong hoạch định chính sách của mỗi quốc gia. Để bảo vệ môi trường hướng đến phát triển bền vững, cần sự chung tay đồng thuận của toàn xã hội, các cấp các ngành cũng như mỗi cá nhân. Chúng ta cần phát huy vai trò của nhiều nguồn lực khác nhau, trong đó giáo dục đào tạo nguồn nhân lực có đạo đức sinh thái cho phát triển bền vững là một trong những nguồn lực quan trọng. Vì vậy, bài viết góp phần làm rõ vai trò của đào tạo nguồn nhân lực cho phát triển bền vững và vai trò của công tác giáo dục đạo đức sinh thái trong đào tạo nguồn nhân lực hướng tới phát triển bền vững ở Việt Nam. Trên cơ sở đó, tác giả bước đầu tiến hành đánh giá những thành tựu đạt được và những khó khăn, thách thức trong công tác giáo dục đạo đức sinh thái trong đào tạo nguồn nhân lực cho phát triển bền vững hiện nay. Kết quả nghiên cứu là cơ sở để tác giả đề xuất một vài giải pháp cơ bản tăng cường công tác giáo dục đạo đức sinh thái trong việc đào tạo nguồn nhân lực đáp ứng nhu cầu của phát triển bền vững.
ECOLOGICAL ETHICS EDUCATION WITH THE ISSUES OF TRAINING HUMAN RESOURCES FOR SUSTAINABLE DEVELOPMENT Do Thi Thanh Huyen University of Finance - Marketing, Ho Chi Minh City Abstract: Environmental problems such as droughts, floods, tsunamis, depletion of natural resources, air and land pollution, etc., and especially climate change, are increasing and affecting human survival Therefore, the article clarifies the role of human resource training for sustainable development and ecological ethics education in training human resources towards sustainable development in Vietnam The research uses sociological survey methods through online questionnaires on the Google Form application for 18-25-year-old students from six universities The author initially assesses the achievements, difficulties, and challenges in ecological ethics education in human resource training for sustainable development today The research results are the basis for the author to propose essential solutions to strengthen ecological ethics education in training human resources to meet sustainable development needs Keywords: Ecological ethics, ecological ethics education, human resources, green human resources, sustainable development, the role of ecological ethics education, the role of human resource training Introduction Sustainable development is one of the biggest formulas in the world today Humanity faces threats such as climate change, environmental pollution, resource depletion, ecological imbalance… Understanding and implementing sustainable development is an urgent requirement to protect the blue planet for the future and future generations In implementing the cause of industrialization and modernization of the country, human resources development plays an important and indispensable role in the sustainable development process in Vietnam Human resources promote economic and social development The capabilities and qualities of this force influence the performance of organizations and communities and build a foundation for sustainable development Ecological ethics education is one solution that contributes to training human resources to ensure sustainable development Ecological ethics education aims to build workers with ecological thinking and responsibility towards the environment and society However, the issue of ecological ethics education in training human resources for society still has many shortcomings 1914 Educational institutions have not trained it, especially in higher education institutions Therefore, research on the role of ecological ethics education, identifying the pain points, and suggesting solutions for increasing the effectiveness of ecological ethics education in driving human resources toward sustainable development is critical The role of human resource training for sustainable development Human resources appeared in the twentieth century as a reflection of changes in how human resources are managed and used in organizations and businesses, especially in industrial development and the emergence of human resources in modern industries Human resources are approached from many different fields, such as business and management; human resources include all employees and staff in the organization along with their knowledge, skills, experience, and abilities Human resources are key to development and success in any organization or business In the economic field, human resources, capital, and natural resources are the three main factors of production Human resources play an important role in creating economic value and products In education, human resources relate to pupils, students, teachers, and all stakeholders in the teaching and learning process The quality of human resources in education affects academic performance and personal development In a social and developmental context, human resources include individuals and their knowledge, ambitions and ability to interact with their communities Human resources play an important role in building communities and ensuring sustainable development Currently, there are many different views on human resources The United Nations Development Program (UNDP) believes that human resources are all people’s knowledge, skills, experience, capacity, and creativity related to the individual development of people and the country (Central Institute for Economic Management Research, 2004) The World Bank believes that human resources are human potential, including the mentality, mental force and physical strength each individual possesses In Vietnam, authors Tran and Le believe that human resources are all people of working age who are capable of participating in a country’s labor, including physical strength, mental capacity and talent (Tran and Le, 2023) Author Doan believes that human resources is the concept of population index, population structure and especially human quality with all its characteristics and strengths in social development (Doan, 2005) The Communist Party of Vietnam affirms “Building Vietnamese people to develop comprehensively, with health, ability, qualifications, awareness, and high responsibility towards themselves, family, society and the Fatherland Promote the development of human resources, especially high-quality human resources” and “Train people in the direction of ethics, discipline, discipline, and a sense of civic and social responsibility; have life skills, work skills, foreign languages, information technology, digital technology, creative thinking and international integration (global citizen)” (Communist Party of Vietnam, 2021, p.232-233) 1915 The above approaches show that human resources include all people along with their knowledge, talents, and skills in a specific system, organization, or community, playing an important role in different societal and economic sectors “Sustainable development” appeared in the late 1980s and became an important term in economics, society, and environmental management During this period, environmental and natural resource problems were becoming increasingly serious It is recognized that the traditional economic development model is causing many negative consequences for the environment and society Sustainable development was first raised in the Brundland Commission Report, “Our Common Future,” published in 1987 In this Report, the combination of economic development, environmental protection and social justice is emphasized for the first time According to Brundland, sustainable development is meeting the needs of the present generation without compromising the ability of future generations to meet their own needs From here, sustainable development has become an important part of global management policies and practices, especially in environmental protection and socio-economic development The content of the concept of sustainable development was supplemented and completed at the United Nations Summit held in Johannesburg (South Africa) in 2002 In Vietnam, in Article 3, the Law on Environmental Protection clearly states: “Sustainable development is the development that meets present needs without compromising the ability of future generations to meet the needs of the world.” based on the close and harmonious combination between economic growth, ensuring social progress and environmental protection” (National Assembly of Vietnam, 2020, p.9) Through the above approaches, it can be seen that sustainable development is the combination of the three fields of economy, society, and ecology into a unified whole of nature - people and society Sustainable economic development must go hand in hand with sustainable social and environmentally sustainable development These three goals interact and are closely intertwined in social development In particular, economic goal plays a decisive role and is important for sustainable development In particular, the economic goal plays a leading role and is crucial for sustainable development Sustainable economic development means rapid, safe, and quality development, applying scientific and technical achievements to production without harming society and the environment Social goals should be associated with development to ensure social justice and develop people comprehensively in culture, education, and health Environmental goals should be associated with protection, rational and efficient exploitation, use of natural resources, biodiversity maintenance, environmental pollution reduction, etc Protecting the ecological environment is protecting the natural basis of social existence - an important basis for sustainable development 1916 Sustainable development plays a very important role in the development of humanity in general, ensuring the protection and conservation of the planet’s ecological systems and resources, helping to build a good living environment for current and future generations, helps protect human health, improve quality of life, guide people to use natural resources in a balanced way, ensuring future generations can meet their needs Besides, sustainable development promotes competition, creating opportunities for sustainable economic growth while promoting positive social interaction and cooperation in the community, creating solidarity and social participation, and helping to build strong and sustainable communities For achieving sustainable development goals, human resource training plays a major role First, providing human resources with knowledge and creating awareness of sustainable development This benefits society and the environment If workers understand the consequences of climate change, environmental pollution, poverty, and the concept of sustainable development, they will be prone to participate actively in activities to address these issues Workers who understand sustainable development will be more sensitive to environmental and social issues They will see their responsibility and change personal and organizational behavior, implement resource-saving measures, and support sustainable products and services At the same time, they have a good awareness of sustainable development that can open up new business opportunities, combining business benefits with social and environmental benefits, helping to promote sustainable development in economic fields Second, building necessary skills and capacities Today, human resource training institutions need to teach necessary skills and competencies related to sustainable development, such as project management skills, including planning, executing, and evaluating projects effectively Time management skills help workers know priority tasks, schedule work, and divide time appropriately to ensure project progress-skills in data analysis and impact assessment of decisions and activities related to sustainable development Communication skills include the ability to present ideas, listen, and interact with others effectively; Problem-solving skills include the ability to identify problems, seek information, and provide effective solutions to sustainability issues; Teamwork skills such as the skill of listening to others’ opinions, the skill of expressing opinions and resolving conflicts constructively, etc Third, meeting the needs of the labor market In the current ecological crisis context, the demand for experts and employees with knowledge and skills related to sustainable development is increasing Many organizations and businesses are looking for ways to reduce negative environmental and societal impacts Having staff 1917 knowledgeable about sustainable development can help them improve their image and reputation Therefore, they need human resources capacity to help them achieve this goal Many industries, such as renewable energy, resource management, and green engineering are growing strongly and need quality human resources At the same time, training human resources with knowledge of the ecological environment can meet increasingly intense international regulations and standards on environment and sustainable development Fourth, human resource training encourages creative thinking and innovation, which is important in ensuring the sustainable development of society and the environment Training human resources with creative and innovative thinking helps vocational education institutions create society experts, leaders, and policymakers who are capable of facing and solving environmental problems They can research, analyze and come up with new solutions to complex problems such as ecological crisis, global warming Businesses and organizations can use human resources with creative thinking to develop sustainable products and services that meet the growing needs of domestic and international markets Fifth, creating sustainable development Human resources trained in knowledge related to sustainable development will be able to spread their knowledge and actions to others in the community This promotes the sustainable development of society and the Environment Thus, training human resources for sustainable development helps improve knowledge and personal skills for future workers and is also a useful solution to promote the steady development of society and the environment This helps build a solid basis for long-term development, benefiting individuals, organizations, and communities The role of ecological ethics education in training human resources for sustainable development The ecological imbalance and negative impact of environmental pollution on human health and life cannot be noticed in just a few years, so even though nature has been devastated for a long time in recent years, people have become aware and interested in ecology and ecological ethics education in the direction of sustainable development Ecological ethics appeared in the first half of the twentieth century with many different perspectives In the Western world, ecocentric ethics emerged in the ‘40s and ‘50s of the twentieth century, represented by Leopold, and deep ecology by Naess They believed that the entire universe (including all living things and the material conditions necessary for life) must be equally important Leopold says “A 1918 thing is right when it tends to preserve the integrity, stability, and beauty of the biotic community It is wrong when it tends otherwise” (Ho, 2005) Taylor founded biocentric ethics in the ‘70s and ‘80s of the twentieth century They view life as the value of all living things and believe that destroying the life of each creature means destroying its value, which is a crime Humans will know how to protect and respect nature when they realize the unity of life values of all species Because all things on earth have value and are related and equal to each other, humans must treat all living things fairly to survive and develop Thus, ecocentric ethics considers morality in the context of the vast universe, while biocentric ethics mainly considers morality in the living world In the Eastern world, it is perceived that there is a unity of heaven, earth, and humanity Mankind is a product of nature, relies on nature, and has a strong relationship with nature It lives near nature and gradually forms moral feelings, habits, and ecological and cultural lifestyles Vietnamese author Vu writes, “Ecological ethics includes a system of views, concepts, ideas, feelings, principles, rules, standards, and so on, which provides and regulates human behavior in the process of transforming and renovating nature to serve human life, the existence and development of society in ecological conditions that still have their unique characteristics” (Vu, 2009) When requiring people to behave properly with nature, author Nguyen believes: “Ecological ethics is a combination of rules, principles, and standards, thanks to which people have the will to self-consciously adjust their behavior towards nature following the interests and happiness of humans with good development and sustainability between humans and nature” (Nguyen, 2015) Despite many views in different areas and at various levels, ecological ethics generally aims to regulate human behavior toward nature through value standards Ecological ethics education has become an important content in the educational programs of many countries Ecological ethics education for people is considered an effective solution for addressing increasing environmental challenges Ecological ethics education is the basis for orienting human awareness in the relationship with nature Education, ecological, and ethical values standards guide awareness, attitudes, and behaviors to help people see their obligations, responsibilities, and conscience toward the social community Like other types of ethics, ecological ethics includes three basic components: eco-ethical awareness, eco-ethical behavior, and eco-ethical relationships The three have a close relationship with one another to establish the ecological ethics of each individual or community in general Eco-ethical awareness is the human realization 1919 of the position and role of the ecological environment and the understanding of nature’s laws and the human-nature relationship, leading to the formation of feelings, beliefs, and ecological lifestyles Eco-ethical awareness includes eco-ethical knowledge, sentiments, and beliefs Eco-ethical knowledge is the basic element of eco-ethical awareness, while eco-ethical sentiment is the most important Without it, all the values of eco-ethical knowledge cannot be transformed into eco-ethical behavior Eco-ethical awareness is the foundation and psychological condition for exercising eco-ethical behavior, which means eco-ethical behavior expresses ecoethical awareness in reality This system is created from social practices of different historical periods to protect the ecosystem Eco-ethical behavior manifests in selfconscious and voluntary activities in exploiting and using resources and environmental protection Eco-ethical relationships are the beneficial relationships between humans (the moral subject) and nature (the moral object) In this relationship, the moral subject must have respectful perceptions and behaviors toward nature to protect both parties’ interests Like other types of ethics, ecological ethics includes three basic components: eco-ethical awareness, eco-ethical behavior, and eco-ethical relationships The three have a close relationship with one another to establish the ecological ethics of each individual or community in general Ecoethical awareness is the human realization of the position and role of the ecological environment and the understanding of nature’s laws and the human-nature relationship, leading to the formation of feelings, beliefs, and ecological lifestyles Eco-ethical awareness includes eco-ethical knowledge, sentiments, and beliefs Ecoethical knowledge is the basic element of eco-ethical awareness, while eco-ethical sentiment is the most important Without it, all the values of eco-ethical knowledge cannot be transformed into eco-ethical behavior Eco-ethical awareness is the foundation and psychological condition for exercising eco-ethical behavior, which means eco-ethical behavior expresses eco-ethical awareness in reality In Vietnam, ecological ethics education is of interest to many researchers Author Phan said: “Ecological ethics education is an educational process about scientific, ethical, aesthetic, and political awareness in the field of ecology, along with forms and solutions Appropriate education aims to equip each person to proactively and actively participate in activities to improve and protect the natural environment” (Phan, 2008) Author Do, when analyzing the content of building a cultural environment in the 21st century, affirms, “Eco-ethical education in building a humane ecological, cultural environment is to build and educate a system of standards new connection with responsibility, obligation, conscience and the meaning of life with the relative stabilization of human behavior, choices, and orientation in the process of 1920 humanizing the school environment according to the human image Ecological ethics education is aimed at unifying humanistic attitudes towards nature in the process of building a new cultural environment” (Do, 2007) Thus, it can be understood that ecological ethics education is a purposeful activity of educational subjects through specific forms Specific educational methods build individuals with a deep awareness of environmental and social issues related to sustainable development, forming feelings, beliefs, attitudes, and voluntary and responsible behavior towards the natural environment, encouraging the educated to participate in positive action to solve environmental challenges Ecological ethics education for future human resources includes three basic contents: education on ecological ethical awareness, education on ecological ethical relationships, and education on ecological ethical behavior First, educate awareness of ecological ethics Educating ecological, ethical consciousness includes educating ecological, ethical knowledge, ethical sentiments, ecological ethical beliefs, and ecological ethical will Eco-ethical knowledge education includes equipping learners with a system of knowledge about the structure, functions, and roles of the environment and ecosystems, natural cycles, interactions between species, and how the environment affects life on Earth; Current status, causes and negative impacts of environmental pollution, climate change, and ecological imbalance; knowledge about the rational use of natural resources; It is necessary to understand clearly the measures to restore, protect and enrich the natural world, limit the destructive effects of ecological balance, and combat actions that pollute the environment; Skills and knowledge on how to solve complex environmental problems; be disseminated about the Party’s policies and guidelines, and the State’s policies and laws on environmental issues; knowledge of traditional ecological ethical values Educating sentiments about ecological ethics is an important content Ecological, ethical sentiments become human moral awareness’s driving force and capacity They demonstrate the ability to perceive and evaluate moral phenomena (right, wrong) through emotions and simultaneously express their personality Teachers need to educate healthy and pure love of nature Learners need to see that protecting the ecological environment is joy and happiness because they can protect their lives Educating ecological ethical beliefs is about love for nature, confidence in one’s cognitive ability, and the right decisions regarding the ecological environment Educating the will for ecological ethics is to help learners determine not to commit acts that are harmful to nature and, at the same time, firmly fight, condemn, and prevent acts that harm environmental interests Second, educate ecological ethical relationships Ecological ethical relationships are beneficial relationships between humans and the natural world In 1921 it, humans are considered the moral subject; nature is the moral object Correct ecological ethics is the unification of human interests with the interests of nature to protect the natural-human-social system Education on ecological interest relationships includes education on organic relationships, dialectical unity, and interactions between humans and nature; education about environmental justice, principles, content, and role in development Third, educate ecological ethical behavior Ecological, ethical behavior is regulated by certain ecological, ethical standards such as love, respect, and protection of the ecological environment; protection of climate and biodiversity; and Practicing an ecological and humanistic cultural lifestyle Based on these ecological ethical standards, learners will self-adjust their own ethical behavior concerning the natural world Ethical behaviors that need to be educated for human resources include keeping your living and study areas clean, saving resources, recycling products and materials, and strictly complying with the laws stated in the Law on Environmental Protection 2020… Ecological ethics education is very important in training human resources for sustainable development First, ecological ethics education improves the personality of future human resources In the current development process of Vietnam, natural resources should be considered a valuable source of social production capital that, until now, there is no substitute Exploiting and rationally using natural resources and protecting the living environment is an ethical issue and, more importantly, protecting human livelihoods Ecological ethics education helps learners respect and protect the natural world as their own lives Ecological ethics education is a part of social ethics education, contributing to forming and perfecting learners’ personalities, especially concerning the natural world Second, ecological ethics education in human resource training contributes to increasing the effectiveness of environmental protection for the sustainable development of humans and the natural world Ecological ethics education helps build the future workforce with a deep awareness of the important role of the environment and human impact on the environment This helps create sensitive human resources and a sense of responsibility towards the natural environment Ecoethics education promotes the development of skills to solve complex environmental problems These skills are the basis for delivering innovative and sustainable solutions to environmental challenges Ecological ethics education encourages positive connection and interaction with the natural world It encourages learners to participate in environmental protection activities such as environmental projects, recycling, and garbage collection… Eco-ethics education provides knowledge and 1922 methods for sustainable business development, encouraging the creation of green products and services At the same time, ecological ethics education contributes to guiding the building of communities with common environmental ethical values This creates consensus in the social community’s actions to protect and preserve the environment Thus, ecological ethics education is an important tool to gain knowledge about the ecological environment and an important factor in building responsible and sensitive human resources on environmental issues, ensuring sustainable development for society and Earth Achievements and difficulties, challenges in ecological ethics education in training human resources for sustainable development in Vietnam Recently, with the attention of the Party, the State, organizations, businesses, human resource training establishments, and the whole society, ecological ethics education in training human resources force also achieved many significant achievements First, the Party and State have paid attention to the issue of environmental protection The Communist Party of Vietnam has issued many directives and resolutions on ecological environment protection, such as Directive No 36/1988/CT-TW dated June 25, 1998, on “Strengthening environmental protection during the country’s industrialization period”; Directive No 25/CT-TTg, dated August 31, 2016, of the Prime Minister on some urgent tasks and solutions on environmental protection; Strategic orientation for 2021-2030 national development is regulated in Documents of the 13th Party Congress (among the 12th development orientations, the 1st, 6th, and 12th are on environmental protection) The 6th content focuses entirely on environmental issues (Communist Party of Vietnam, 2021), etc The National Assembly of the Socialist Republic of Vietnam also issued Environmental Protection Law No 2/2005/QH11 dated November 29 th 2005, and Environmental Protection Law No 72/2020/QH14 dated November 17 th 2020… Thoroughly grasping the Party and State’s guiding views on environmental protection education and propaganda work for the people, the Ministry of Education and Training issued Directive No 02/2005/CT-BGD&ĐT dated January 31 st 2005 on strengthening environmental protection education; Directive No 40/2008/CT-BGDDT on launching the emulation movement “Building friendly schools, active students” in high schools in 2008-2013 Thus, in recent times, the Party and State have shown interest in environmental protection in general and ecological ethics education in particular The Party’s guidelines and strategies, the State’s policies and laws are constantly being affirmed and supplemented following the requirements of the country’s reality and the times 1923 Second, educational subjects such as school leadership, Youth Union organizations, Student Associations, teachers, and managers at educational and training institutions are aware of the important role of ecological ethical education for the future human resources of society The attention of universities, colleges, and intermediate schools across the country to the work of educating students on ecological ethics is reflected in the issuance of documents and regulations related to environmental protection awareness education for pupils and students in school rules, library rules, dormitory rules, computer room rules, elevator rules and ask students to it Universities, colleges, and intermediate schools constantly invest in green living and working environments, such as spacious and clean classrooms and campuses with lots of green trees, to create an environmentally friendly learning space Faced with the current situation of environmental degradation, many universities and colleges in Vietnam have shown their responsibility, paying attention to the depth of ecological ethics education by expanding majors related to Natural Resources and Environment Currently, the capital, Hanoi, and Ho Chi Minh City alone have 36 higher education institutions training human resources in natural resources and environment (specifically, 16 universities in Hanoi and 20 universities in Ho Chi Minh City) The leadership of universities, colleges, and intermediate schools has coordinated in directing, managing, and organizing the orientation of ecological, ethical education activities for pupils and students through Youth Union organizations and the Student Association Activities to protect and build a green, clean, and beautiful environment are regularly organized, emphasizing activities to preserve the landscape of lecture halls, dormitories, boarding houses, and school residence areas through volunteer Saturdays Green Sundays At the same time, the Youth Union of Schools coordinates with the local Youth Union to organize volunteer activities for students related to environmental protection, such as volunteering to build civilized cities Volunteering to protect the environment and respond to climate change is developed extensively, effectively, and focused, gradually contributing to changing the young generation’s attitudes, behaviors, and environmentally friendly living habits It can be mentioned that the School Youth Union and the Student Union of Ton Duc Thang University organize activities such as Volunteer Saturday and Green Sunday, maintaining the project “D6 Road - green - clean - beautiful” and organizing planning activities weekly sessions with more than 3,000 students participants; Green living week was scheduled three times (Green Summer Season (June, August), Spring Volunteering (December, January), Youth Month (March)) attracting 3,000 students to participate; Earth Hour and Recycling Festival “TDTU 1924 joins hands to protect the environment” with 2,250 students participating” (Executive Committee of the Student Association of Ton Duc Thang University, 2023) The Youth Union of Saigon University propagates civilized school life and urban beauty to students It encourages students to participate in building “Civilized Saigon University Dormitories - clean, beautiful - safe” responding to Earth Hour 2022 activities with the theme “60 minutes of action” cleaning up around the school, activities attracting more than 4,000 students participants (Saigon University Youth Union Executive Committee, 2022) Statistical results of the Central Youth Union show that during the 2017 - 2022 term, 29,422 Green Sundays were simultaneously organized with the participation of nearly 8,975 million union members and young people The Youth Union at all levels has maintained and managed 24,063 “Bright Green - Clean - Beautiful - Civilized - Safe” routes, building 20,727 formations with 454,000 young people participating in building civilized cities (Youth Union Communist Ho Chi Minh, 2022) The Youth Union of several schools proactively advises and coordinates with the Party Committee to organize propaganda, dissemination, and training sessions for students on content to contribute to enhancing the effectiveness of ecological ethics education, such as the Ho Chi Minh City University of Pedagogy Youth Union organizing training for “students of the University of Pedagogy on plastic waste,” managing a playground to instruct waste classification at source in the 2020 Green Season campaign (Executive Committee of the Union Ho Chi Minh City University of Education, 2021) The University of Finance - Marketing delegation organized a festival to propagate environmental protection in the 2019-2020 school year, economical use of electricity, and public hygiene awareness for students Youth Unions and Student Associations of universities and colleges are interested in ecological ethics education for students through organizing scientific research and technology application activities through forums and competitions such as the contest “Biotechnology - Journey to the future” of the Vietnamese Student Association of the University of Technology; “Environmental Robot” contest organized by the Youth Union of Saigon University; “Solar Car Racing” Competition of the High-Quality Training Faculty; “Garbage collection robot - GreenBot” organized by the Openlab club of Ho Chi Minh City University of Technical Education (Vietnamese Student Association of Ho Chi Minh City, 2020)… Most lecturers and administrators at universities, colleges, and intermediate schools always have a sense of responsibility and are examples of ecological ethics for students The teaching staff is constantly increasing in quantity and quality to meet the increasing needs of human resource training They are typical examples of environmental protection work, such as keeping offices and agencies clean, creating 1925 green spaces in work corners, regularly checking, monitoring, and reminding students to clean their houses, study rooms, and reading rooms The staff of the Student Affairs Department and the Dormitory Management Department coordinate with the Youth Union and Student Association to organize propaganda activities to raise awareness of ecological ethics for students, such as the campaign Construction activities of “Civilized - clean, beautiful - safe dormitory”, green Sunday at the dormitory Third, many students have a positive sense of ecological ethics and effective ecological behavior The survey results showed that 81.9% of the investigating students knew the necessity and great need to educate ecological ethics students the future human resources of society This shows that most learners are interested in and understand the role of the ecological environment They see the important role of ecological ethics education for future workers toward sustainable development (see Table 1) Table 1: Ecological ethics education for university students in Ho Chi Minh City The role of ecological ethics education for university students in Ho Chi Minh City today Evaluation Number Percent Very Necessary Relatively No Unnecessary necessary necessary opinion 318 47.8 % 227 34.1% 61 9.2% 0.8% 54 8.1% Total 665 100.0% Source: Author’s survey results Learners’ positive ecological ethical consciousness is shown in the aspect that their awareness of ecological environmental issues is gradually improved Most interviewed students acknowledged the scale of environmental pollution occurring in all localities and regions of Vietnam According to survey data, 88.1% of students believe that the current situation of environmental pollution, climate change, and ecological crisis in Vietnam is dire and severe (See Table 2) Table 2: Environmental pollution, climate change and ecological crisis in Vietnam today Evaluation Very serious Number 243 Percent 36.5% Serious 343 51.6% Less Serious 27 4.1% Not serious 52 7.8% Total 665 100.0% Source: Author’s survey results Most learners express positive ecological and ethical sentiments They care about ecological and environmental issues and feel sad, worried, and concerned about the current environmental pollution, resource depletion, and climate change in 1926 Vietnam and worldwide They show tension and dissatisfaction when demonstrating actions that pollute the ecological environment The survey results showed that 61.8% of the students questioned had an attitude of harsh condemnation, opposition to the decision, and condemnation, opposition to acts that pollute the environment This demonstrates positive signs in the ecologically conscious lives of students when they are not indifferent to environmental issues, they know how to oppose evil and aim for goodness in their relationship with nature, but also shows the Training institutions need to have appropriate solutions to make students awareness stronger and more determined (see Table 3) Table 3: Students’ attitudes when witnessing acts that pollute the ecological environment Evaluat ion Strongly Condemn Dissatisfied Indifferent, condemned Norm Oth and but not not and opposed al er protest condemned interested fiercely Number 104 307 173 21 56 Percent 15.6% 46.2% 26.0% 3.2% 8.4% Total 665 0.6% 100.0% Source: Author’s survey results The majority of learners are correctly aware of ecological ethical standards 26% of students chose the standard content “Love, respect, and protect the ecological environment; 21.9% of students chose the option “Climate protection and biodiversity calculation”; 21.7% of students chose the option “Having an ecological, cultural lifestyle”; 19.3% of students chose the content “Exploitation and reasonable use of resources” Thus, up to 88.8% of students chose the four ecological ethical standards that need to be educated students; this shows that more or less they have heard of and are interested in the standards as well as The role of ecological ethics education ( see Table 4) Table 4: Ecological ethical standards that need to be educated for students Ecological ethical standards that need to be educated for students Number Percent Love, respect and protect the ecological environment 411 26.0% Climate protection and biodiversity accounting 347 21.9% Exploitation and reasonable use of resources 305 19.3% Have a cultural, ecological and humane lifestyle 343 21.7% Never heard of it 177 11.2% Total 1583 100.0% Source: Author’s survey results 1927 When future human resources know their responsibilities and obligations to the natural world, they will have positive ecological ethical behavior Ecological, ethical behavior is reflected in their compliance with the school’s rules and regulations on preserving the ecological environment and their participation in ecological protection movements organized by internal and external groups and units organized by the school The survey results showed that 56.3% of students chose to participate voluntarily and very voluntarily, and 33.5% chose to participate in the environmental protection movement organized by the Youth Union and the University’s Student Association when required 42.4% of students will voluntarily and very voluntarily participate in the environmental protection campaign organized by the Ward/Commune Youth Union 39.3% of students will consciously and voluntarily participate in the environmental protection movement organized by the district’s Youth Union 40.3% of students participated consciously and voluntarily in the environmental protection movement organized by the Youth Union and Student Association of the province/city 42.5% of students will voluntarily and very consciously participate in the environmental protection movement organized by the neighborhood group/neighborhood This shows that most future workers have demonstrated their responsibility to protect the ecological environment This is a positive achievement in ecological ethics education for human resources toward sustainable development in Vietnam in general and in Ho Chi Minh City (see Table 5) Table 5: Have you participated in movements to protect the ecological environment organized by any groups or units, and what is your attitude? Collective/unit organizing the environmental protection movement Youth Union, Student Number Association of the school Percent you are attending Youth Union of ward/commune District Youth Union Youth Union, Provincial/City Student Association Residential group, neighborhood Very self- SelfRequested aware aware Total 67 10.1% 307 46.2% 223 33.5% 68 665 10.2% 100.0% Number Percent Number Percent Number 40 6.0% 41 6.2% 45 242 36.4% 221 33.2% 223 303 45.6% 320 48.1% 317 80 665 12.0% 100.0% 83 665 12.5% 100.0% 80 665 Percent 6.8% 33.5% 47.7% 12.0% 100.0% Number 46 237 300 Percent 6.9% 35.6% 45.1% Source: Author’s survey results 1928 To cope with 82 665 12.3% 100.0% However, besides the above results, ecological ethics education in human resource training towards sustainable development faces difficulties and challenges The author would like to present a few basic difficulties: Firstly, the Ministry of Education and Training has not regulated the unified content of ecological ethics education in human resource training establishments Therefore, each educational institution spontaneously develops a different ecological ethics education program In addition, human resource training institutions have not yet built an appropriate system for measuring and evaluating the results of ecological ethics education At the same time, propaganda and dissemination of the Party’s policies and guidelines, as the State’s policies and laws on environmental issues, have not been implemented by intermediate schools, colleges, and universities in Vietnam and have not been cared about Schools mainly propagate and disseminate laws such as the Youth Law 2020, the Law on Election of National Assembly Deputies and People’s Councils at all levels, Decree 100, and the Road Traffic Law, or propagate the legal system related to the training major For example, the Youth Union of Ho Chi Minh City, University of Law organized the 2020 Youth Law interactive contest, the Youth Union of Ho Chi Minh City, University of Technical Education organized it as a “Learn the Law” contest, “Technical pedagogy students with traffic culture,” “Technical pedagogy students with anti-corruption activities” (Ho Chi Minh City Youth Union Executive Committee, 2021) Second, ecological ethics education has not yet become mandatory content in the training program at schools from intermediate to university levels, including educational institutions that train human resources in the field of natural resources and environment The content of ecological ethics and ecological ethics education has only been integrated and combined with other subjects in the training program, such as Marxist-Leninist Philosophy, Ho Chi Minh Thought, and History of the Communist Party Vietnam, Business Ethics, Environmental Ecology, Environmental Economics, Environmental Law and Policy, etc., so the effectiveness of ecological ethics education is not high On the other hand, there is no unity and synchronization in the environmental ethics education program at all levels, from preschool to university, leading to overlapping and ineffective educational content Third, educational institutions from intermediate to university not have a team of lecturers specializing in teaching ecological ethics or ecological ethics education In addition to teaching duties, lecturers have to undertake scientific research, so sometimes they not have much time to learn about ecological ethics 1929 education and combine it with the subjects that lecturers teach to be in charge of On the other hand, with credit-based training, students’ self-study time increases and inclass study time decreases, so it is very difficult for lecturers to integrate ecological ethics education into the teaching process Fourth, sustainable development involves many fields, such as economy, environment, society, culture to ensure comprehensiveness, lecturers must combine and integrate knowledge from different fields Ecological ethics education, which contributes to training human resources for sustainable development, must also be integrated with many fields Therefore, educational subjects need to use various teaching forms and methods, especially extracurricular forms of education and practical teaching methods However, implementing various methods and forms of teaching ecological ethics at human resource training establishments faces many difficulties because of limited financial resources Fifth, to educate human resources in ecological ethics towards sustainable development, training institutions need to cooperate with organizations, businesses and communities, creating favorable conditions for students to participate in environmental projects and experience community activities for the environment However, building cooperative relationships between organizations, businesses, and human resource training establishments still faces many difficulties Therefore, learners have few opportunities to practice knowledge about ecological ethics Sixth, some learners are not properly aware of the role of the ecological environment in human life, and the need to educate ecological ethics and demonstrate ecological attitudes and behaviors has not yet been correct Survey data show that up to 8.1% of students polled think that ecological ethics education for university students is unnecessary (see Table 1), 7.8% of students polled think it is not necessary (see Table 1) The current state of environmental pollution and ecological crisis in Vietnam is not serious (see Table 2); 3.2% of students have a normal attitude, and 8.4% of students have an indifferent attitude, not caring when witnessing acts that pollute the ecological environment (see Table 3), with 11% of students having a normal attitude member had never heard of ecological ethics (see Table 4), 10.2% of students will participate in the environmental protection movement organized by the Youth Union and the University’s Student Association with a coping attitude 12.3% of the surveyed students will participate in the environmental protection movement organized by residential groups and neighborhoods with a coping attitude (see Table 5) This shows that ecological ethics education in human resource training for sustainable development needs more attention from the Party, State, human resource training institutions, and society 1930 Some basic solutions to enhance ecological ethics education in human resource training toward sustainable development First, the Party and State need to pay more attention to ecological ethics education in general and environmental ethics education in human resource training at intermediate schools, colleges, and universities The Party and State need to develop strict policies and legal systems related to ecological ethics education, such as providing regulations on natural resource management; continue to build, supplement, and perfect the legal system on environment and ecological environment protection; Strengthen propaganda, dissemination, and education of laws related to environmental protection, bringing laws to life; Closely combining legal education and law enforcement Second, close coordination between agencies, departments, socio-political organizations and the community needs to be in ecological ethics education to build a civilized society A civilized society that no longer litters or depletes resources and where people live closely, are friendly, and respectful of nature will be a great ecological, ethical educational environment for human resources in the future Third, the Ministry of Education and Training needs to build a common and unified curriculum framework for ecological ethics education at all levels of education Based on the common program framework, human resource training institutions deploy specific ecological ethics education content suitable to their conditions, training majors, and student characteristics Human resource training institutions need to ensure that ecological ethics education is integrated into the main curriculum of training majors For example, with a major in civil and industrial construction, it is possible to build subjects or chapters of subjects such as Resource Management, Sustainable Design, and Construction techniques to save energy and resources With a major in Economic Management, you can build a subject or chapter on Social and Environmental Impact Analysis, Risk Management related to the environment, Green Economy, and Green Technology At the same time, ecological ethics education toward sustainable development is interdisciplinary, so in the educational process, it is necessary to combine ecological ethics education for pupils and students with the content of political education, ethics, law, science, art, etc For example, combining ecological ethics education with politics can help learners understand political decisions’ role in environmental protection Combining ecological ethics education with religion can help learners understand and respect religious perspectives on nature and life… Combining ecological ethics education with other fields helps create a more comprehensive approach to environmental protection and sustainable development Besides, it creates opportunities for students to understand and apply ecological ethical values in daily life and future work 1931 Fourth, train a team of lecturers and teachers with expertise in ecological ethics education The Party, State, Ministry of Education and Training, and Ministry of Natural Resources and Environment need to provide and support ecological ethics education programs at educational establishments from preschool to university level; Provide funding to develop courses, provide teaching materials, and train lecturers with expertise in ecological ethics education Fifth, educational entities need to build an interesting learning environment, promoting learners’ creative thinking Use a variety of teaching forms such as through core subjects, extracurricular activities, media (especially using the internet and online communication through websites and forums, social networks, online video platforms such as YouTube, Netflix, TikTok, or video games, online streaming, virtual reality technology (VR), augmented reality (AR) ) At the same time, use many active teaching methods such as project-based learning methods, problemsolving methods, learning through practical experiences, group discussion methods, and learning through games, especially self-study (encourage students to manage their learning process, choose their own materials and information sources, and set learning goals)… In addition, training institutions need to build a system to evaluate students’ ecological ethics education activities, which can make ecological ethics an important criterion for evaluating training scores Sixth, human resource training institutions need to cooperate with businesses and social organizations to create opportunities for learners to practice, participate in real project associate programs, and find jobs in the future This helps learners apply ecological ethics knowledge to real work and build relationships with the business community At the same time, training institutions call on businesses and organizations to provide financial support for projects and training programs on environmental protection and sustainable construction Conclusion Ecological ethics education plays a very important role in training human resources for sustainable development of society Vietnam needs workers with the knowledge, skills, and ethical values to ensure sustainable development to build a good future for this earth Ecological ethics education helps learners realize the important role of the environment in human life, helping to develop the thinking and skills necessary to participate in solving global problems such as climate change, environmental degradation… They will become a human resource promoting sustainable 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