An assessment of pedagogical students awareness about climate change education in vietnams upper secondary education program – case study at hanoi university of education

VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY PHAM THANH HAI AN ASSESSMENT OF PEDAGOGICAL STUDENT'S AWARENESS ABOUT CLIMATE CHANGE EDUCATION IN VIETNAM'S UPPER SECONDARY EDUCATION PROGRAM – CASE STUDY AT HANOI UNIVERSITY OF EDUCATION MASTER'S THESIS VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY PHAM THANH HAI AN ASSESSMENT OF PEDAGOGICAL STUDENT'S AWARENESS ABOUT CLIMATE CHANGE EDUCATION IN VIETNAM'S UPPER SECONDARY EDUCATION PROGRAM – CASE STUDY AT HANOI UNIVERSITY OF EDUCATION MAJOR: CLIMATE CHANGE AND DEVELOPMENT CODE: 8900201.02QTD RESEARCH SUPERVISOR: Dr NGUYEN THI HANG NGA Dr TRAN KHANH VAN Hanoi, 2021 PLEDGE I hereby declare that this thesis is the work of my personal research All data used in the thesis is my own investigation and analysis and has not been published in any form In addition, several references have been appropriately cited in the report I take full responsibility before the Master of Climate Change and Development Program and Viet Nam Japan University for this commitment Hanoi, August 2021 Pham Thanh Hai ACKNOWLEDGMENT During writing this thesis, I have received the dedicated guidance of Dr Nguyen Thi Hang Nga and Dr Tran Khanh Van Therefore, I want to send them my sincerest and deepest thanks In addition, I would like to express my appreciation to Dr Nguyen Trung Thu, who took the time to guide me in data analysis and taught me how to use SPSS software I extend my thank to the lecturers, officers, and staff of Hanoi National University of Education, especially the first and fourth-year students who participated in the thesis survey I am grateful to the lecturers and staff of Vietnam Japan University and the MCCD Program, particularly their dedication to teaching and assisting me for the past two years Likewise, I would also like express gratitude to my family, friends, colleagues for their encouragement and support during my study and the process of writing this thesis Due to limitations in knowledge, experience, and implementation time, the thesis certainly has many shortcomings Nevertheless, I look forward to receiving many comments from the lecturers and friends to have a deeper insight into this issue TABLE OF CONTENTS LIST OF TABLES i LIST OF FIGURES ii LIST OF ABBREVIATION iii CHAPTER INTRODUCTION 1.1 The necessity of the research 1.2 Research objectives 1.3 Research questions and hypothesis 1.4 Objects and scope of the research 1.4.1 Objects of the research 1.4.2 Scope of the research CHAPTER LITERATURE REVIEW 2.1 Theoretical basis for awareness of climate change education 2.1.1 Climate change 2.1.2 Climate change education 2.1.3 Awareness of climate change education 2.2 Overview of research related to thesis 11 2.2.1 International research 11 2.2.2 Domestic research 13 2.3 Novelty of research 14 CHAPTER METHODOLOGY 15 3.1 Methods 15 3.1.1 Selective Inheritance 15 3.1.2 Probability Sampling 15 3.1.3 Surveys and Questionnaires 16 3.1.4 In-depth Interview 17 3.1.5 Data Statistical and Analysis 17 3.2 Data and Materials 18 3.3 The framework of the Thesis 18 CHAPTER FINDING AND DISCUSSION 20 4.1 Climate change education content in the upper secondary school program 20 4.1.1 The Current Program 20 4.1.2 The New Program 20 4.1.3 Comparison between two programs 22 4.1.4 Teaching education programs in HNUE 26 4.2 Developing indicators and tools for assessing students' awareness of climate change education in upper secondary programs 26 4.2.1 Rubric of indicators 26 4.2.2 Tools for assessing students' awareness 28 4.3 Survey results on climate change knowledge 29 4.4 Students' awareness of the climate change education content in the upper secondary education program 39 4.4.1 Study the general education programs and the curriculum of subjects 39 4.4.2 Recognize and identify knowledge related to climate change in education programs 40 4.4.3 Comparing the knowledge ratio related to climate change in education programs 40 4.4.4 Assess the trend of integrating climate change knowledge in New Program 40 4.4.5 Identify the role of climate change education in the curriculum of subjects 41 4.4.6 Proposing the role of climate change education with the comprehensive development of students 41 4.4.7 Overall Awareness 41 4.5 Students' awareness of their role in climate change education 43 4.6 Sub-questions 44 4.7 Source of knowledge 45 4.8 Discussion 46 CHAPTER CONCLUSIONS AND RECOMMENDATIONS 50 5.1 Conclusion 50 5.2 Recommendations 51 5.3 Limitations of the study and future studies 52 REFERENCES 54 APPENDIX 60 Appendix The content mentioned knowledge of climate change in two educational programs directly 60 Appendix Contents that indirectly relate and can integrate the knowledge of climate change in two educational programs 64 Appendix Survey Form_English Version 76 Appendix Survey Form_Vietnamese Version 86 Appendix Description of the samples 96 Appedndix Evaluate the reliability of the scale 96 Appendix Descriptive statistic and sorting awareness of Indicators 99 Appendix ANOVA test results 109 LIST OF TABLES Table 2.1 Components and Indicators of Awareness about climate change education 10 Table 4.1 Amount of contents related to climate change in two programs 22 Table 4.2 Indicators for assessing student’s awareness about contents related to climate change in the upper secondary education programs 27 Table 4.4 Summary of students' choice for each knowledge question 30 Table 4.5 Statistics of knowledge score and classifications 35 Table 4.6 Total mean knowledge score of each faculty with student year 37 Table 4.7 Summary results of students' awareness of the climate change education content 42 Table 4.8 Summary results of students' awareness of their role in climate change education 44 i LIST OF FIGURES Figure 3.1 Framework of Thesis 19 Figure 4.1 Total mean knowledge score of each faculty with student year 38 Figure 4.2 Mean score of Overall Awareness of the climate change education content 43 Figur 4.3 Mean score students' awareness of their role in climate change education44 Figure 4.4 Students' sources of knowledge to respond to the survey 46 ii LIST OF ABBREVIATION ANOVA GSO HNUE IPCC MOET MONRE NASA VND Analysis of Variance General Statistics Office of Viet Nam Hanoi National University of Education Intergovernmental Panel on Climate Change Ministry of Education and Training Ministry of Natural Resources and Environment National Aeronautics and Space Administration Vietnamese Dong iii CHAPTER INTRODUCTION 1.1 The necessity of the research Vietnam is one of the countries most vulnerable to the impacts of climate change According to the Global Climate Risk Index 2019, Vietnam ranked 38th in 2019 and ranked 13th in 2000 - 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," "record-breaking of heat," "record-breaking of flooding" have been appearing more and more on the mass media in Vietnam in recent years Not only that, but other phenomena such as sea-level rise, saline intrusion, drought, landslides are also increasing and strongly impacting all socio-economic activities in Vietnam Vietnam has introduced many policies and implemented climate change response activities in the last decade These policies are focused on reducing greenhouse gas emissions and adapting to climate change One of the strategies that are being focused on is propaganda and raising awareness for the community In particular, develop and implement education programs and knowledge upgrading on climate change in the national education system (MONRE, 2017) Education is an essential factor so that people are aware of climate issues It helps people understand the causes, impacts, and solutions of global warming, enhances climate literacy among young people, encourages changes in attitudes and behaviors, and helps them adapt to trends related to climate change (UNESCO, 2015) Education and awareness-raising enable informed decision-making, play an essential role in increasing adaptation and mitigation capacities of communities, and empower women and men to adopt sustainable lifestyles However, despite its importance, there is no particular subject for climate change in Vietnam's general education program Therefore, the content of climate change education is conducted in extracurricular activities or integrated into normal subjects' curriculum Thus, increasing responsibility for school and teachers Indicator1.1 Levene Statistic df1 1.425 df2 Sig 731 173 ANOVA Indicator1.1 Sum of Squares Between Groups Within Groups Total df Mean Square 37.675 4.186 652.062 689.737 731 740 892 F 4.693 Sig .000 Indicator 1.2 a By Student year Test of Homogeneity of Variances Indicator 1.2 110 Levene Statistic 4.600 df1 df2 Sig 739 032 ANOVA Indicator 1.2 Sum of Squares Between Groups Within Groups Total df Mean Square 4.320 4.320 523.818 528.138 739 740 709 F 6.094 Sig .014 Robust Tests of Equality of Means Indicator1.2 Statistica df1 df2 Sig Welch 6.330 589.845 a Asymptotically F distributed .012 b By Faculty Test of Homogeneity of Variances 111 Indicator1.2 Levene Statistic 759 df1 df2 Sig 731 655 ANOVA Indicator 1.2 Sum of Squares Between Groups Within Groups Total df Mean Square 22.945 2.549 505.193 528.138 731 740 691 F 3.689 Sig .000 Indicator 2.1 a By Student Year Test of Homogeneity of Variances Indicator 2.1 Levene df1 df2 Sig Statistic 3.028 739 082 112 ANOVA Indicator 2.1 Sum of Squares Between Groups Within Groups Total df Mean Square 5.521 5.521 463.432 468.953 739 740 627 F 8.803 Sig .003 b By Faculty Test of Homogeneity of Variances Indicator_2.1 Levene df1 df2 Sig Statistic 590 731 806 ANOVA Indicator_2.1 Sum of Squares df Mean Square F Sig 113 Between Groups Within Groups Total 10.474 1.164 458.479 468.953 731 740 627 1.856 056 Indicator 2.2 a By Student Year Test of Homogeneity of Variances Indicator2.2 Levene df1 df2 Sig Statistic 9.336 739 002 ANOVA Indicator2.2 Sum of Squares Between Groups 3.176 df Mean Square 3.176 F 4.284 Sig .039 114 Within Groups Total 547.925 551.101 739 740 741 Robust Tests of Equality of Means Indicator2.2 Statistica df1 df2 Sig Welch 4.605 619.496 032 a Asymptotically F distributed b By Faculty Test of Homogeneity of Variances Indicator2.2 Levene df1 df2 Sig Statistic 1.558 731 124 ANOVA Indicator2.2 Sum of Squares df Mean Square F Sig 115 Between Groups Within Groups Total 18.916 2.102 532.185 551.101 731 740 728 2.887 002 Indicator 3.1 a By Student Year Test of Homogeneity of Variances Indicator 3.1 Levene df1 df2 Sig Statistic 30.149 739 000 ANOVA Indicator3.1 Sum of Squares Between Groups Within Groups df Mean Square 8.568 8.568 550.834 739 745 F 11.495 Sig .001 116 Total 559.402 740 Robust Tests of Equality of Means Indicator3.1 Statistica df1 df2 Sig Welch 13.164 671.839 000 a Asymptotically F distributed b By Faculty Test of Homogeneity of Variances Indicator_3.1 Levene df1 df2 Sig Statistic 2.554 731 007 ANOVA Indicator 3.1 Sum of Squares Between Groups Within Groups df Mean Square 12.275 1.364 547.127 731 748 F 1.822 Sig .061 117 Total 559.402 740 Robust Tests of Equality of Means Indicator_3.1 Statistica df1 df2 Sig Welch 1.835 245.405 063 a Asymptotically F distributed Indicator 3.2 a By Student Year Test of Homogeneity of Variances Indicator_3.2 Levene df1 df2 Sig Statistic 9.368 739 002 ANOVA Indicator_3.2 118 Sum of Squares Between Groups Within Groups Total df Mean Square 6.127 6.127 565.899 572.025 739 740 766 F 8.001 Sig .005 Robust Tests of Equality of Means Indicator_3.2 Statistica df1 df2 Sig Welch 8.513 610.663 a Asymptotically F distributed .004 b By Faculty Levene Statistic 1.607 Indicator_3.2 df1 df2 Sig 731 109 ANOVA Indicator_3.2 Sum of Squares Between Groups 15.762 df Mean Square 1.751 F 2.301 Sig .015 119 Within Groups Total 556.264 572.025 731 740 761 Robust Tests of Equality of Means Indicator_3.2 Statistica df1 df2 Sig Welch 2.257 245.547 019 a Asymptotically F distributed Overall Awareness a By Student Year Test of Homogeneity of Variances Overall_Awareness Levene df1 df2 Sig Statistic 6.553 739 011 ANOVA Overall_Awareness 120 Sum of Squares Between Groups Within Groups Total df Mean Square 7.635 7.635 310.221 317.855 739 740 420 F 18.187 Sig .000 b By Faculty Test of Homogeneity of Variances Overall_Awareness Levene df1 df2 Sig Statistic 1.454 731 161 ANOVA Overall_Awareness Sum of Squares Between Groups Within Groups df Mean Square 9.790 1.088 308.066 731 421 F 2.581 Sig .006 121 Total 317.855 740 Indicator a By Student Year Test of Homogeneity of Variances Indicator_4 Levene Statistic 12.846 df1 df2 Sig 739 000 ANOVA Indicator_4 Sum of Squares Between Groups Within Groups Total df Mean Square 292 292 618.095 618.387 739 740 836 F 350 Sig .555 Robust Tests of Equality of Means 122 Indicator_4 Statistica df1 df2 Welch 392 655.390 a Asymptotically F distributed Sig .531 b By Faculty Test of Homogeneity of Variances Indicator_4 Levene df1 df2 Sig Statistic 3.032 731 001 ANOVA Indicator_4 Sum of Squares Between Groups Within Groups Total df Mean Square 13.934 1.548 604.453 618.387 731 740 827 F 1.872 Sig .053 123 Robust Tests of Equality of Means Indicator_4 Statistica df1 df2 Sig Welch 1.993 245.288 041 a Asymptotically F distributed 124 ... related to climate change in education programs Indicator 2.1 Comparing the knowledge ratio of climate change in education programs Indicator 2.2 Assess the trend of integrating climate change knowledge... of climate change education 2.1.1 Climate change According to the United Nations Framework Convention on Climate Change, "climate change" means that climate change is attributed directly or indirectly... proposes components and indicators of awareness about climate change education, especially about teaching and integrating climate change in upper secondary education programs, as in the Table 2.1 Table