Factors affecting to students’ behaviors on GHGs emission mitigation: case study in HaNoi and Ibaraki Factors affecting to students’ behaviors on GHGs emission mitigation: case study in HaNoi and Ibaraki
VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY VU KIM DUYEN FACTORS AFFECTING TO STUDENTS’ BEHAVIORS ON GHGs EMISSION MITIGATION: CASE STUDY IN HANOI AND IBARAKI MASTER'S THESIS VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY VU KIM DUYEN FACTORS AFFECTING TO STUDENTS’ BEHAVIORS ON GHGs EMISSION MITIGATION: CASE STUDY IN HANOI AND IBARAKI MAJOR: CLIMATE CHANGE AND DEVELOPMENT CODE: 8900201.02QTD RESEARCH SUPERVISOR Prof Ito Tetsuji Dr Takeuchi Ryo Hanoi, 2020 PLEDGE I assure that this thesis is the results of my own research and has not been published The use of other research’s result and other documents must comply with regulations The citations and references to documents, books, research papers, and websites must be in the lists of references of the thesis AUTHOR OF THE THESIS VU KIM DUYEN i ACKNOWLEDGMENTS I would like to thank JICA, Vietnam Japan University and Ibaraki University and MCCD program Moreover I appreciated my suppervisor professor Ito Tetsuji, Dr.Ryo Takeuchi and all professors, all staffs at Ibaraki University and ICAS who helped me alot and took care me everyday They gave me advices and a chance to experience to be more mature I had data both for my thesis topic and my life I have accumulated a lot of knowledge, skills, and opportunities to develop and change myself ever since I became a graduate student of MCCD First of all, it is the fundamental and in-depth knowledge about climate change and policies, climate change adaptation, and mitigation models that is extremely useful scientific knowledge which professors and the MCCD program offered me I have a background in psychology and had a period of time working directly with vulnerable groups in Vietnam I used to be very vague about the field of climate change But today, after two years of studying and practicing, I have been able to confidently explain to everyone about the impacts of climate change on ecosystems and human life, and at the same time, I can accompany vulnerable groups in climate change adaptation and mitigation efforts Specifically, in October 2019, with the support from lecturers, MCCD students and the online community raised money to plant 10,400 woody plants (Melaleuca and Erythrophleum fordii) in Nghi Xuan District, Ha Tinh Province This activity is the foundation for future afforestation and sustainable livelihood development projects In addition, the study program of MCCD also gave me a lot of opportunities to learn and connect with Vietnamese and Japanese professors, experts, which helps me gain more perspectives on professional science and policy so that my future path can be more clearly defined Thanks to the advice and support from experts of MCCD, 2020 is my pivotal year for the goal of establishing a social-business enterprise with the orientation of consulting and designing sustainable livelihood models Sustainable development (ecological forest gardens, mangrove development, etc.) to support people in climate vulnerable areas to have sustainable livelihoods adaptable ii to climate change, and to contribute to the development of zero-emission livelihoods towards climate change mitigation Moreover, the research results of my thesis have created the fundamental axioms that help me develop future in-depth studies to build models that promote behavior and attract students - intellectual and energetic young people to participate in climate change adaptation and mitigation projects in Vietnam Firstly, I can absolutely expect a team full of intellect, enthusiasm and energy to accompany on the projects of the social enterprise that I am cherishing Here, students will be the ones who speak their voices to the government, advocate with local authorities and also spread the fire, and stand side by side with Vietnamese farmers and fishermen who are currently participating in emission-free sustainable livelihood models This is a completely feasible scenario that personally, with all my passion, enthusiasm, and efforts, and the knowledge and skills accumulated after two years of working with MCCD, I am determined enough to realize this scenario Finally, thanks to the research shared by the professors, the valuable resources from the study program, and the opportunities to participate in international conferences on climate change, I realized that the practice of ecological lifestyle is one of the positive and effective contributions to the goal of reducing GHG emissions Therefore, since October 2019, I have chosen a vegan macrobiotic lifestyle with a diet of no meat, fish, no animal protein It's also the thought of being responsible to contribute even the smallest efforts to control the global climate crisis that has formed my habit of teaching my children to recycle, separate waste and make organic detergent from composted soapnuts and organic waste by themselves I understand that what I is very small and has not contributed much However, that is all the value and spirit that I accumulated after two years of studying and practicing at MCCD as well as the time of studying diligently the resources for my thesis I believe that it is better to something than doing nothing And I would like to once again express my gratitude to Vietnam Japan University, Ibaraki University, the MCCD program and all the professors, lecturers and experts who have created values for me iii and inspired me to continue my passion for implementing climate change mitigation projects in the future - a future starting with MCCD iv TABLES OF CONTENTS PLEDGE i ACKNOWLEDGMENTS ii CHAPTER INTRODUCTION 1.1 Problem statement 1.2 Research question .5 1.3 Hypothesis 1.5 Research objectives 1.6 Scope of the research 1.7 Expected results 1.8 Literature review 1.8.1 The effort of the world 1.8.2 The effort of Vietnam 11 1.8.3 Studies related to the issue of factors that impact students' climate change mitigation behaviors .15 CHAPTER THEORIES AND METHODOLOGIES 20 2.1 Theoretical basis .20 2.1.1 The theory of foundations .20 2.1.2 The concept and structure of behavior 25 2.1.3 Concepts and psychological characteristics of students 27 2.1.4 Climate change mitigation behavior of students .32 2.1.5 The theoretical framework 32 2.2 Methodological approach .32 2.2.1 Methods .34 2.2.1.1 Exploratory Factor Analysis 34 2.2.2.2 Social Psychology Experimental 35 2.2.2.3 In-depth interview method 36 2.2.2.4 Method of experts .36 2.2.2.5 Group work 37 CHAPTER FINDING AND DISCUSSION 39 3.1 Case study in Hanoi 39 3.1.1 Students’ awareness of global warming and climate change 39 3.1.2 Students' behavior of reducing global warming 47 3.1.3 Analyzing the factors that influence students' GHGs emission reductions 53 3.2 Case study in Ibaraki 60 3.2.1 The factors affecting Ibraki student’s behaviors .60 3.2.2 Analysis of expert opinions .69 CHAPTER CONCLUSION AND RECOMMENDATION 76 4.1 Conclusion 76 v 4.2 Recommendations 84 REFERENCES 87 APPENDIX 89 vi LIST OF TABLES Table 2.1 Study sample size ……………………………………………………… 34 Table 2.2 group work activities ………………………………………………… 38 Table 3.1 Students' perceptions of climate change and global warming 41 Table 3.2 Data encrypt …………………………………………………………… 49 Table 3.3 Correlation between student readiness and frequency of GHGs mitigation behavior ……………………………………………………………………………50 Table 3.4 Variables of non-correlated variable values ……………………………52 Table 3.5 Describe the 36 observed variables that apply to the EFA model …… 53 Table 3.6 Factor matrix with Varimax rotation method ………………………… 58 vii LIST OF FIGURES Figure 1.1 Global investment trends and capacity of wind and solar energy …… 10 Figure 1.2 GHGs emission trends based on some sectors in Vietnam period 19942005 ……………………………………………………………………………… 13 Figure 2.1 Paradigm of Theory of Reasoned Action (TRA) ………… 20 Figure 2.2 Paradigm of Theory of Reasoned Action (TRA) – new model ……… 21 Figure 2.3 The factors affecting students behaviors model (by author) ………… 25 Figure 2.4 Framework of research (by author) ………………………………… 32 Figure 2.5 Process of approaching sequential mixture ………………………… 33 Figure 2.6 The Main Methods of research ……………………………………… 34 Figure 3.1 Average point of observed variables ………………………………… 40 Figure 3.2 Students' perception of global warming - students' different education 45 Figure 3.3 Global warming awareness - student's income ……………………… 46 Figure 3.4 Readiness to take action for reducing GHGs ………………………… 48 Figure 3.5 Frequency of practicing reducing GHGs behaviors ………………… 48 Figure 3.6 KMO and Bartlett’s Test results in EFA analysis …………………… 56 Figure 3.7 Result of the principal component with varimax rotation …………… 56 Figure 3.8 Screen plot of six largest factors ………………………………………59 Figure 3.9 EFA result- case study in Ibaraki …………………………………… 61 Figure 3.10 Factors effect to students’ behaviors in Ibaraki …………………… 61 Figure 3.11 Group work activities results ……………………………………… 65 Figure 3.12 Main pledges and targets of Japan ………………………………… 71 Figure 3.13 The path towards future framework in Japan ……………………… 73 Figure 4.1 Factors affecting to students’ behaviors on GHGs emission mitigation in Ibaraki .81 Figure 4.2 Factors affecting to students’ behaviors on GHGs emission mitigation in Hanoi .82 viii Climate change poses risks of global instability not just for 3.606 me 63337 I am ready to change my living habits to reduce GHGs 3.258 emissions 74207 I am ready to inspire changing habits to reduce GHGs 3.259 emissions 71008 I am ready to raise money for projects to reduce GHGs 2.922 emissions 78265 I am willing to volunteer for projects to reduce GHGs 3.148 emissions 79280 I am willing to express my views to the authorities and the 2.928 government to take actions to reduce GHGs emissions 88484 Would you like to share more about how often you the following? Turn off the electricity when going out or no use 3.656 66459 Use LEDs and energy-saving devices 3.241 83954 Use warm water under 40°C for bathing 3.191 88867 Within around 10 floors (>= 10 floors) take the stairs instead 2.570 of the elevator 97806 Take buses, bicycles instead of motorbikes, personal cars 2.651 98113 Reduce consumption - saving (reduction of shopping for 2.979 clothes, shoes, food, etc.) 88916 Classify and recycle domestic waste 2.744 112 89774 Only use air conditioner when outdoor temperature is >35°C 3.101 89801 Use individual boxes, bags, water bottles instead of plastic 3.029 bags/single-use plastics when shopping 87497 Share knowledge about climate change, global warming and 2.925 ways to reduce greenhouse gas emissions 89766 Contribute money to greenhouse gas emission reduction 2.742 funds and other environmental funds 96773 Plant trees in the area where you live and work 2.713 99473 Express your opinions directly at meetings with local 2.256 authorities or governments to implement activities to reduce greenhouse gas emissions 1.09151 Write letter or call local leaders on the phone to call upon for 2.023 specific actions to reduce greenhouse gas emissions 1.05224 Only use hot air conditioners when the temperature is below 2.626 10 degrees 1.20133 Government policies demonstrate strong empowerment of 2.454 our young people in taking action to reduce climate change 1.48157 Students from developed countries around the world are 3.590 empowered and contribute to the goal of climate change mitigation 1.03148 The local government in which I live expressed my 3.103 confidence and empower our youth to participate in climate change mitigation 1.37296 My university has specific action plans and advocates for 2.178 student participation to mitigate climate change 1.46519 In my family, I have the freedom to implement and express 1.961 my views on climate change mitigation issues 1.40206 113 I found strong trust and empowerment from NGOs in their 1.890 efforts to reduce climate change 1.37250 I found harmony and trust in student clubs and teams in 2.005 taking action to reduce climate change 1.41840 As a group of friends, I am respected and listened to, and my 2.216 views on climate change are always welcome 1.47114 I can easily express my views on climate change mitigation 1.534 to my country's policymakers and policymakers 1.14416 I find it easy to express my views and contribute to climate 1.836 change mitigation actions at international forums 1.34078 In your opinion, is the responsibility of reducing greenhouse 1.617 gas emissions divided among everyone in your country? 48680 How satisfied are you with the contribution of organizations and individuals to mitigate climate change? International community 2.988 76985 Government 3.149 76034 Local government 2.934 74736 NGOs, Environment Oganizations 3.086 72279 Business, Economic groups 2.900 80235 your family 3.030 72747 you 3.050 75052 114 residents and community where you live 3.092 Bảng Hệ số tương quan 115 78177 Hệ số tương quan Chi-square Tăng rủi ro hạn hán Tăng rủi ro bão Tăng Tăng rủi rủi ro ro nước nắng biển nóng dâng Hiểu Tin Tăng rủi ro lũ lụt Sẵn sàng thay đổi 0.002 thói quen sinh hoạt 0 0.041 0 0 Truyền cảm hứng 0.243 giảm bđkh 0.001 0.093 0.006 0.057 0 Quyên góp tiền 0.962 0.114 0.017 0.01 0.092 0.13 0 Tình nguyện viên 0.446 giảm bđkh 0.018 0.22 0.134 0.733 0.384 0.164 Chủ độngBày tỏ quan điểm đến 0.051 quyền 0.037 0.582 0152 0.358 0.035 Tắt điện không 0.001 dùng 0.058 0.789 0 0.008 Dùng thiết bị tiết 0.161 kiệm điện 0.103 0.006 0.202 0.45 0.041 0.398 Tắm nước nóng 0.566 40◦C 0.622 0.004 0.006 0.059 0.014 0.505 0.434 Đi cầu thang (10 tầng trở xuống) 0.001 0.676 0.002 0.247 0.001 0.57 0.117 Đi xe bus, xe đạp thay xe máy, tơ cá nhân 0.16 0.018 0.232 0.002 0.192 0.026 0,268 0.067 Giảm mua sắm 0.254 0.026 0.869 0.003 0.006 HÀNH VI Nghe 116 0.001 0.078 0.001 Phân loại tái chế rác 0.023 0.052 0.258 0.127 Chỉ dùng điều hòa mát nhiệt độ 0.022 35◦C 0.438 0.005 0.011 0.001 0.001 Giảm dùng nhựa 0.002 lần 0.161 0.367 0 0.007 0.001 Chia sẻ kiến thức giảm bđkh 0.122 0.104 0.02 0.003 0.262 0.002 0.276 Đóng tiền cho quỹ môi trường, 0.679 giảm bđkh 0.264 0.023 0.072 0.505 0.297 0.149 Trồng 0.003 0.004 0.181 0.001 0.002 0.005 Bày tỏ ý kiến họp với quyền 0.12 0.127 0.189 0.121 0,006 0.044 0.397 0.193 Viết thư cho lãnh đạo đề xuất sáng 0.025 kiến giảm bđkh 0.074 0.061 0.511 0.054 0.037 0.193 0.198 Chỉ dùng điều hịa nóng nhiệt độ 0.007 10◦C 0.003 0.095 0 Kết phân tích đa nhân tố KMO and Bartlett's Test Kaiser-Meyer-Olkin Measure of Sampling Adequacy Bartlett's Sphericity Test ofApprox Chi-Square ,865 6938,487 df 276 Sig ,000 117 0.362 0.742 0.001 0.094 0,107 Communalities Initial Extraction Giới tính 1,000 ,591 niềm tin tồn biến đổi khí hậu trái đất nóng lên diễn 1,000 ,519 Nhóm ảnh hưởng sách, pháp luật phủ 1,000 ,457 Nhóm ảnh hưởng bạn bè, người thân 1,000 ,759 Nhóm ảnh hưởng thần tượng ( thầy cơ, người tiếng, etc) 1,000 ,698 Nhóm ảnh hưởng thông tin, chiến dịch mạng xã hội 1,000 ,593 Rủi ro đến tài sản, kinh tế cá nhân 1,000 ,751 Rủi ro đến nghề nghiệp, sinh kế 1,000 ,801 Rủi ro đến tính mạng 1,000 ,804 rủi ro gây bất ổn toàn cầu 1,000 ,652 Động - muốn giảm phát thải GHGs giảm biến đổi khí hậu 1,000 ,943 Động –được khuyên giáo viên, cấp 1,000 ,752 Động cơ- dẫ người đứng đầu tôn giáo ( nhà sư, cha sứ) 1,000 ,935 Động cơ-được khuyên gia đình, người thân 1,000 ,926 Động cơ-làm theo phong trào chung cộng đồng 1,000 ,940 Động - tiết kiệm tiền 1,000 ,931 Động cơ-được vận động quyền 1,000 ,943 Động cơ- quy định pháp luật 1,000 ,808 hài lòng với vai trò trách nhiệm cộng đồng quốc tế 1,000 ,658 118 hài lòng với vai trò trách nhiệm phủ 1,000 ,692 hài lịng với vai trị trách nhiệm tổ chức phi phủ tổ chức mơi trường 1,000 ,582 hài lịng với vai trị trách nhiệm doanh nghiệp, tập đồn kinh tế 1,000 ,537 hài lòng với vai trò trách nhiệm gia đình bạn 1,000 ,899 hài lịng với vai trò trách nhiệm thân bạn 1,000 ,856 Extraction Method: Principal Component Analysis Total Variance Explained Initial Eigenvalues Extraction Sums of Squared Loadings Rotation Sums of Squared Loadings % of % of Varianc Cumula Varianc Cumulati % of Cumulat Component Total e tive % Total e ve % Total Variance ive % 7,300 30,418 30,418 7,300 30,418 30,418 7,221 30,089 30,089 4,227 17,611 48,029 4,227 17,611 48,029 3,076 12,815 42,904 2,222 9,260 57,289 2,222 9,260 57,289 2,491 10,379 53,283 1,899 7,910 65,200 1,899 7,910 65,200 2,381 9,920 63,203 1,290 5,377 70,576 1,290 5,377 70,576 1,749 7,287 70,490 1,091 4,545 75,121 1,091 4,545 75,121 1,112 4,632 75,121 ,916 3,818 78,940 ,756 3,151 82,091 ,640 2,668 84,758 10 ,622 2,590 87,348 11 ,571 2,380 89,728 119 12 ,473 1,971 91,699 13 ,422 1,756 93,455 14 ,288 1,198 94,653 15 ,263 1,097 95,751 16 ,225 ,937 96,687 17 ,183 ,762 97,449 18 ,173 ,723 98,171 19 ,143 ,597 98,768 20 ,088 ,365 99,134 21 ,067 ,281 99,415 22 ,055 ,230 99,645 23 ,050 ,208 99,853 24 ,035 ,147 100,00 Extraction Method: Principal Component Analysis Component Matrixa Component Động cơ-làm theo phong trào chung cộng đồng ,968 Động - muốn giảm phát thải GHGs giảm biến đổi khí hậu ,967 Động cơ-được vận động quyền ,967 Động - tiết kiệm tiền ,962 120 Động cơ- dẫ người đứng đầu tôn giáo ( nhà sư, cha sứ) ,962 Động cơ-được khuyên gia đình, người thân ,958 Động cơ- quy định pháp luật ,885 Động –được khuyên giáo viên, cấp ,858 Rủi ro đến tài sản, kinh tế cá nhân ,695 -,420 Rủi ro đến nghề nghiệp, sinh kế ,667 -,526 Rủi ro đến tính mạng ,658 -,579 hài lòng với vai trò trách nhiệm thân bạn ,636 rủi ro gây bất ổn tồn cầu ,624 -,503 hài lịng với vai trị trách nhiệm doanh nghiệp, tập đồn kinh tế ,569 Nhóm ảnh hưởng thần tượng ( thầy cô, người tiếng, etc) ,548 ,527 -,306 hài lòng với vai trò trách nhiệm tổ chức phi phủ tổ chức mơi trường ,523 ,449 hài lịng với vai trị trách nhiệm cộng đồng quốc tế ,517 ,399 ,407 Nhóm ảnh hưởng bạn bè, người thân ,494 ,523 -,483 Nhóm ảnh hưởng sách, pháp luật phủ -,633 ,385 ,484 hài lịng với vai trị trách nhiệm phủ ,400 Nhóm ảnh hưởng thông tin, chiến dịch mạng xã hội ,313 ,443 -,496 hài lòng với vai trò trách nhiệm gia đình bạn ,517 Giới tính ,701 -,714 ,757 121 niềm tin tồn biến đổi khí hậu trái đất nóng lên diễn ,625 Extraction Method: Principal Component Analysis a components extracted Rotated Component Matrixa Component Động - muốn giảm phát thải GHGs giảm biến đổi khí hậu ,969 Động cơ-được vận động quyền ,968 Động cơ-làm theo phong trào chung cộng đồng ,967 Động cơ- dẫ người đứng đầu tôn giáo ( nhà sư, cha sứ) ,962 Động - tiết kiệm tiền ,961 Động cơ-được khuyên gia đình, người thân ,959 Động cơ- quy định pháp luật ,888 Động –được khuyên giáo viên, cấp ,860 Rủi ro đến tính mạng ,885 Rủi ro đến nghề nghiệp, sinh kế ,882 Rủi ro đến tài sản, kinh tế cá nhân ,838 rủi ro gây bất ổn toàn cầu ,779 Nhóm ảnh hưởng bạn bè, người thân ,846 Nhóm ảnh hưởng thần tượng ( thầy cơ, người tiếng, etc) ,793 122 Nhóm ảnh hưởng thông tin, chiến dịch mạng xã hội ,747 Nhóm ảnh hưởng sách, pháp luật phủ ,622 hài lịng với vai trị trách nhiệm phủ ,796 hài lịng với vai trị trách nhiệm cộng đồng quốc tế ,772 hài lòng với vai trị trách nhiệm tổ chức phi phủ tổ chức mơi trường ,721 hài lịng với vai trị trách nhiệm doanh nghiệp, tập đồn kinh tế ,643 hài lòng với vai trò trách nhiệm gia đình bạn ,915 hài lịng với vai trị trách nhiệm thân bạn ,859 Giới tính ,751 niềm tin tồn biến đổi khí hậu trái đất nóng lên diễn ,660 Extraction Method: Principal Component Analysis Rotation Method: Varimax with Kaiser Normalization.a a Rotation converged in iterations Component Transformation Matrix Component ,992 -,023 ,105 ,026 ,049 ,042 -,058 ,665 ,418 ,493 ,369 -,027 -,099 -,682 ,672 ,222 ,153 -,028 ,023 -,290 -,577 ,732 ,205 ,062 123 ,024 ,086 ,151 ,412 -,884 -,135 -,044 ,030 ,083 ,029 -,121 ,987 Extraction Method: Principal Component Analysis Rotation Method: Varimax with Kaiser Normalization Số liệu tham khảo Table 6.1 CO2 emission resources of Vietnam in period 1994-2005 Years 1994 2000 2005 Sectors CO2 t/đ % ENERGY 25.637,0 24,7 52.773,4 35 101.934, 59,8 90 3.807,19 3,7 10.005,7 6,6 14.590,8 8,6 INDUSTRY CO2 t/đ % CO2 t/đ % AGRICULTU 52.450,0 50,5 65.090,6 43, 82.001,1 48,1 RE LULUCF 19.380,0 18,7 15.104,7 10 - 36.671,9 -21,5 WASTE 2.565,02 2,5 7.925,18 5,3 8.643,41 5,1 TOTAL 103.839, 100 150.899, 10 170.498, 100 30 73 38 Source: Vietnam's first and second national communication to the United Nations Framework Convention on Climate Change 124 Ảnh thực địa 125 126 ... above reasons, the author chooses to study on the topic: ? ?Factors affecting students’ behaviors on GHGs emission mitigation: Case study in Vietnam and Japan” 1.2 Research question Based on the foundations... mitigation in Ibaraki .81 Figure 4.2 Factors affecting to students’ behaviors on GHGs emission mitigation in Hanoi .82 viii LIST OF ACRONYMS Acronyms Meaning describe GHGs. .. NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY VU KIM DUYEN FACTORS AFFECTING TO STUDENTS’ BEHAVIORS ON GHGs EMISSION MITIGATION: CASE STUDY IN HANOI AND IBARAKI MAJOR: CLIMATE CHANGE AND