INTRODUCTION
Necessity of the Research
Climate Change (CC) is a pervasive global challenge recognized since the 19th century, significantly affecting human life (Thompson & Scoone, 2009) Its impacts are diverse and related to unprecedented changes occurring over thousands of years (IPCC, 2021b) CC is closely linked to natural extreme events, such as storms and droughts, contributing to their increased frequency and intensity (National Geographic Society, 2019).
Greenhouse gases (GHGs) are considered to be the main driver to CC and human activities greatly contribute to the increasing influence of GHGs to the climate (EC,
Greenhouse gases (GHGs) naturally regulate the Earth's surface temperature, maintaining it around 15°C However, human activities such as burning fossil fuels, deforestation, and livestock farming significantly contribute to GHG emissions These practices, essential for modern human survival, complicate efforts to reduce emissions Despite their necessity, GHGs from human activities have become the primary driver of global warming, with concentrations rising by 48% since the pre-industrial era in 1750 As a result, global temperatures increased by 1.1°C by 2019, leading to numerous adverse effects on both nature and human life.
Climate change (CC) could lead to a significant loss of 10 to 18% in the global economy by 2050, depending on the actions taken to mitigate its effects (Swiss Re Institute, 2021a) No country is immune to the impacts of CC, but South and South-East Asia are particularly vulnerable, with nations in these regions facing heightened physical risks from extreme weather events (Marchant, 2021) Vietnam, located in South-East Asia, is especially susceptible due to its geographical positioning.
2 contributes to the country’s ranking at number sixth out of ten countries that are most vulnerable to CC (Germanwatch, 2020)
Vietnam is prioritizing climate change (CC) adaptation and aims to reduce greenhouse gas (GHG) emissions by 9% by 2030, with potential reductions of up to 27% with international assistance (USAID, 2021) The updated Nationally Determined Contribution outlines three key goals: enhancing adaptation efficiency through improved state management and resources, strengthening the resilience and adaptive capacity of communities and ecosystems, and minimizing disaster risks associated with CC (Vietnam, 2020) The government is actively implementing targeted policies to achieve these aims, and there has been a notable increase in CC awareness initiatives supported by various organizations Campaigns such as CC Awareness Week, Earth Hour, and efforts to reduce single-use plastics have been launched to engage the public through social media Additionally, climate change has gained prominence in the country’s education sector.
Vietnam's 2018 education program emphasizes the integration of Climate Change Education (CCE) into official curricula, a crucial task for educators and program developers (Lai, 2021) This initiative aligns with UNESCO’s goals, aiming to enhance climate literacy among the youth and prepare them for future adaptation and mitigation strategies related to climate change (UNESCO, 2015a) However, since the implementation in 2020, significant progress has been hindered by school closures due to COVID-19, and many CCE lessons remain under development alongside new textbook writing Consequently, CCE has yet to realize its full potential, making it challenging to accurately evaluate its impact within Vietnam's official education system.
UNICEF is at the forefront of initiatives aimed at helping children adapt to climate change, recognizing their vulnerability as passive victims of its impacts Children are seen as crucial agents for fostering a low-carbon sustainable lifestyle, which is essential for building community resilience against climate change In Vietnam, UNICEF focuses on addressing climate risks and impacts through humanitarian response, disaster risk reduction, and adaptation and mitigation strategies.
NGOs have been actively implementing Climate Change Education (CCE) programs in Vietnamese schools for several years, achieving significant milestones such as the "Future of Hanoi in Mind" debate contest and the milk box collection initiative Currently, CCE is present in a moderate number of schools across Vietnam, managed by various organizations like Save the Children and Live & Learn Vietnam These NGOs offer both financial and intellectual resources to support schools in organizing extracurricular activities that provide students with essential, age-appropriate knowledge about weather, climate, and greenhouse gases (GHGs).
Middle childhood, spanning ages 6 to 12, is a crucial developmental phase where children are highly receptive to learning The skills and knowledge acquired during this time can lay a strong foundation for future success across various aspects of life As children engage more with peers and social dynamics outside of their families, they become increasingly competent, independent, and self-aware, significantly shaping their educational and personal growth.
“Middle childhood gives children the opportunity to develop competencies, interests, and a healthy sense of confidence that they can master and control their worlds.” (Eccles, 2000)
Therefore, if they learn about CCE at elementary school level, it will be able to promote personal climate action of individual from an early age to adulthood
This thesis focuses on assessing NGOs CCE program at elementary level in Hanoi Hanoi are one of centrally-run cities, which are Vietnam’s major economic, political,
Hanoi stands as a prominent leader in education within Vietnam, boasting the country's largest educational system, which includes nearly 2,800 schools and serves around 2.1 million students (T.P., 2021) This robust educational framework not only benefits from strong financial resources but also possesses excellent physical infrastructure, enabling the implementation of advanced programs that go beyond standard facilities and funding As a result, schools in Hanoi have the opportunity to adopt the latest educational initiatives, ensuring a high-quality learning environment.
This thesis aims to evaluate elementary students' understanding of climate change (CC) issues in schools collaborating with NGOs on climate change education (CCE) Based on the study's findings, recommendations will be made for enhancing climate change education within Vietnam's revised educational curriculum.
The relationship between children and CC
Children are the most vulnerable group during crises, particularly in the context of climate change (CC), which often coincides with severe natural disasters and health issues (UNICEF, 2015b) Due to their underdeveloped physical, mental, and emotional capacities, children face a heightened risk of injury, disability, and death This risk is especially pronounced for children in developing countries, making them the most at-risk demographic (World Vision, 2022).
Environmental degradation in Vietnam, exacerbated by climate change, poses serious threats to children's health and well-being (UNICEF & MPI, 2021) The country's heavy reliance on petroleum products continues to contribute significantly to greenhouse gas emissions and air pollution, highlighting the urgent need for a transition to renewable energy sources There is a strong correlation between hospital admissions for lower respiratory infections and daily air pollution levels, while water contamination leads to persistent diarrhea and increased prevalence of waterborne diseases Additionally, the loss of biodiversity results in the depletion of crucial recreational and ecological resources.
5 social and otherworldly advantages - which are all significant for youngsters' turn of events These basic administrations are regularly not considered as nations develop financially
Children in Vietnam, a developing country, face significant risks from climate change, which threatens their health, education, and safety (UNICEF, 2021a) The increasing intensity and frequency of droughts and floods are degrading food security and nutrition for these children Drastic temperature changes, coupled with existing environmental issues like air pollution and water scarcity, expose them to various health problems, including water-borne diseases and respiratory conditions (UNICEF, 2015b) According to the World Health Organization (WHO), over 88% of climate change-related diseases affect young children The agricultural sector suffers from crop failures and reduced yields, further undermining food security and increasing vulnerability to malnutrition, which can hinder growth and lower school attendance Rural children are particularly at risk of water-borne illnesses due to excessive rainfall and flooding, while the rising incidence of dengue fever in Vietnam is projected to worsen (UNICEF & MPI, 2021).
In response to climate change, both governmental and non-governmental organizations are implementing educational programs to empower children and promote adaptation and mitigation strategies A notable example is UNICEF, which advocates for the inclusion of children's needs in national policy and legal reforms while encouraging their active participation in decision-making processes This approach highlights the importance of incorporating children's perspectives in climate change responses, enabling them to make informed decisions regarding related issues.
The Research Questions and Hypotheses
1 What is the level of knowledge of
NGOs CCE program’s elementary level students’ CC literacy?
Students have average amounts of age appropriate knowledge about CC
2 What is the level of willingness to take age-appropriate climate action of NGOs CCE program’s elementary level students?
Students have a average willingness to take
3 What are the achievements and limitations of NGOs CCE program?
Students get acquainted with CC knowledge
But there are not enough activities promoting climate action that are age-appropriate to the elementary level of students
4 What are the factors that needs improvement to better promote effective NGOs CCE program?
In order to promote effective NGOs
CC education program, school facilities, human resources and teaching equipment are factors that need improvement.
Research objectives
This study aims to examine the awareness and willingness of elementary students involved in the NGOs' CCE program, providing insights into how the education sector can enhance its contributions to community development.
CC mitigation and adaptation The specific objectives of the study are:
Assess elementary level students’ age-appropriate knowledge about CC of students attending NGOs CCE program;
Assess elementary level students’ willingness to take age-appropriate climate action of students attending NGOs CCE program;
Determine the limitations and achievements of NGOs CCE activities;
Propose recommendations to promote effective CCE for elementary level students.
Object and scope
Research object: NGOs CCE in elementary level in Hanoi
Research subject: Elementary level students and teachers who participate in NGOs CCE program
Research Framework
The assessment of CCE in elementary students evaluates their understanding of trauma-informed climate change (CC) knowledge, which fosters resilience and adaptability This evaluation is based on age-appropriate content from NGO CCE programs, covering the impacts, causes, and strategies for CC mitigation and adaptation Students' comprehension of CC is measured across four evaluation levels: the first level focuses on self-assessment of subconscious CC knowledge; the second emphasizes teachers' evaluations of students' learning outcomes; the third assesses students' ability to apply climate actions beyond the classroom; and the fourth level gauges the extent of their practical application of CCE knowledge in real-life situations.
The CCE program's education quality index is established by analyzing results across four levels, allowing for the identification of quality levels in NGO CCE programs Based on these findings, targeted recommendations for improvement are provided to enhance participant impact and program effectiveness.
Figure 1.1: Framework of the thesis
LITERATURE REVIEW
Theoretical basis of climate change education
Climate refers to the long-term weather patterns, including average temperatures and precipitation, in a specific geographic area over 30 to 50 years The climate system comprises five major components: the atmosphere, hydrosphere, cryosphere, land surface, and biosphere, which interact through various physical, chemical, and biological processes Despite their distinct properties, these components are interconnected through the movement of mass, heat, and momentum, working together to maintain Earth's natural systems However, since the industrial revolution, human activities have exerted significant stress on this delicate system, leading to rapid changes in climate.
Figure 2.1: Global surface temperature (Source: IPCC, 2021)
Global warming, first identified in the 1970s, refers to the rise in average temperatures due to increased greenhouse gases (GHGs) from industrialization The term "climate change" (CC) emerged in 1979 during a National Academy of Sciences study, highlighting long-term shifts in Earth's temperature and weather patterns While natural climate change, driven by solar and volcanic activities, has historically caused both warming and cooling phases, human-induced GHG emissions since the industrial revolution have significantly accelerated temperature increases, raising average temperatures by over 2°C beyond natural scenarios The U.S Environmental Protection Agency notes that current GHG concentrations are unprecedented compared to the last 800,000 years, underscoring the urgency of addressing climate change.
The continued rise in greenhouse gas emissions has led to an increase of 1.1°C in the Earth's average temperature since the late 1800s, resulting in unprecedented changes in the climate system (UN, 2021) These changes have manifested in more frequent and intense droughts, water shortages, sea-level rise, and flooding, all contributing to a significant decline in biodiversity The adverse effects of climate change (CC) impact various sectors, threatening food security and human well-being through droughts, while flooding facilitates the spread of diseases and damages biological systems and infrastructure Additionally, climate change poses serious human health risks, potentially increasing mortality rates, reducing food accessibility, and hindering worker productivity (NOAA, 2021) Projections indicate that by 2050, climate change could result in a global economic output loss of 10 to 18%, with some Asian nations facing a potential one-third decrease in wealth compared to scenarios without climate change (Swiss Re Institute, 2021a) Developed Western countries are also at risk of significant economic impacts.
According to a New York Times article, countries like the U.S., Canada, Britain, and France may face a 6 to 10 percent loss in potential economic output due to climate change Developing nations, which lack adequate adaptation and mitigation strategies, are likely to experience even more severe consequences (Flavelle, 2021) For instance, under the RCP 2.6 scenario, where global temperature rise is kept below 2°C, economies in Asia, including Malaysia, the Philippines, and Thailand, could see losses of up to 20 percent by 2050, with potential declines reaching 30 to 40 percent in more extreme scenarios (Swiss Re Institute, 2021b) Vietnam, located in Southeast Asia, ranks as the sixth most vulnerable country to climate change due to its geographical position (Germanwatch, 2020).
CC is making the cause of living more expensive, especially for the people who need to constantly rebuild their lives because of the impact of CC
"We can't just continue to rebuild in the same way It’s going to make the product less affordable.”
- Donald L Griffin, vice president of American Property Casualty Insurance Association
As climate change (CC) risks escalate, public awareness grows regarding its impacts on health, food security, housing, and employment Consequently, many individuals are compelled to abandon their homes due to sea-level rise (SLR), leading to an increase in "climate refugees." This trend is anticipated to intensify if climate change continues at its current pace, according to the United Nations.
In response to climate change (CC) on an international scale, various frameworks and agreements, such as the Kyoto Protocol, the Sustainable Development Goals, the UN Framework Convention on Climate Change, and the Paris Agreement, provide essential guidance for policymakers (Bristow, 2007; UN, 2021) To effectively implement CC response policies, communities face the dual challenge of managing the risks associated with climate change and developing strategies to address these issues Consequently, it is crucial for communities to enhance their capacity to assess and respond to climate change effectively.
The education sector plays a crucial role in equipping individuals with the knowledge needed to address life’s challenges, particularly in the context of climate change (UNESCO, 2012) Policymakers must enhance their efforts to develop policies that promote awareness and build capacity for climate change adaptation and mitigation through education, specifically focusing on climate change education.
Climate change education (CCE) is an educational program aimed to address and develop effective responses to CC It teaches students about the causes and results of
Climate change education (CCE) prepares students to understand and address the long-term impacts of climate change (CC) while encouraging them to take action (UNESCO, 2015b) The UN Framework Convention on Climate Change (UNFCCC) highlights the vital role of educational programs in raising public awareness about CC and fostering community involvement in research and data collection (UN, 2016) By equipping students with knowledge about CC, CCE not only promotes political and economic initiatives but also strengthens climate resilience within communities (Stevenson et al., 2017).
In general, CCE is about developing learners' awareness and capacity to respond to CC, as well as encouraging learners to acquire positive attitudes when responding to CC (Tong, 2015)
Public interest in Climate Change Education (CCE) has surged, with acceptance rising from 65% to 77%, indicating a growing willingness to tackle climate issues This heightened concern is likely to translate into stronger support for climate action (Whitmore, 2016) Implementing CCE programs in national school systems represents a crucial and effective strategy for enhancing adaptive capacity to climate change.
Climate Change Education (CCE) encompasses mitigation, adaptation, disaster risk management, and social justice (Stevenson et al., 2017) It emphasizes the importance of education in promoting climate actions and minimizing human impacts on the environment (H J Boon, 2016).
Mitigation efforts for climate change through promoting climate action are essential, but individuals must also prepare for future impacts that are likely to occur, even under the lowest RCP scenarios Understanding how to reduce risks and vulnerabilities is crucial for building adaptive capacity (Anderson, 2012) Education focused on disaster risk and social justice highlights the importance of a systematic approach to enhance community climate resilience By improving awareness of the unequal distribution of resources and power, communities can better address issues and make informed decisions (Whitmore, 2016).
In Vietnam, Climate Change Education (CCE) is not officially recognized in the school curriculum but is instead integrated into subjects like Science and Society, Geography, and Ethics at the primary level, and Biology and Geography at secondary and high school levels This integration often leads to CCE being treated as supplementary content, diminishing its effectiveness and impact Despite this, there is a growing demand for CCE among the Vietnamese population, prompting various NGOs to implement CCE programs independently or in collaboration with schools.
Overview of research related to thesis
Globally, numerous studies have examined the implementation of Continuous Comprehensive Evaluation (CCE) in education, yet there is a scarcity of research specifically targeting the primary level This section will review existing studies on CCE as a whole, highlighting its general application in the educational landscape.
Rema Hanna and Paulina Oliva (2016) explore the impact of climate change (CC) on children in vulnerable regions, highlighting that these areas are already facing significant challenges The authors emphasize that climate change is likely to worsen the existing difficulties in these regions, further endangering the well-being of children.
To safeguard children in high-risk areas, it is essential to develop and fund strategies that enhance their resilience and adaptive capacity This includes implementing educational programs that teach children how to respond safely to climate change.
In 2012, UNESCO conducted a study examining the integration of Climate Change Education (CCE) into national education systems, revealing that two-thirds of countries incorporate CCE primarily within existing science-related subjects (UNESCO & UNICEF).
A UNESCO study from 2012 revealed that 53% of national educational curriculums address climate change (CC) at least once, though the depth of integration remains minimal (UNESCO, 2021) Additionally, only 40% of teachers feel confident in teaching CC, which correlates with the fact that just 55% of educators reported having received training prior to teaching climate change education (CCE).
In 2016, a survey by Helen Boon involving 87 senior pedagogical students revealed that, despite their positive attitudes and confidence in teaching, they exhibited low climate change (CC) literacy and struggled with its scientific complexities A subsequent 2017 study on lower secondary teachers in Iran found only a slightly better, yet still moderate, level of CC literacy among educators The interdisciplinary nature of climate change, encompassing subjects like chemistry, physics, biology, and earth science, appears to hinder teachers' progress in CC literacy This underscores the urgent need for more effective training in climate change education (CCE) for teachers prior to implementing CCE activities.
A review of documents on children's Climate Change Education (CCE) from 1993 to 2014 highlights critical factors affecting the connection between children and CCE (Rousell & Cutter-Mackenzie-Knowles, 2019) The findings indicate that children's climate change literacy is inadequate and often flawed, primarily due to exposure to excessive misinformation in the media Additionally, the current educational access to climate change knowledge has proven ineffective in positively impacting learners.
The future of Climate Change Education (CCE) necessitates participatory, interdisciplinary, and creative approaches that resonate emotionally with the younger generation To foster meaningful engagement in climate change responses, it is essential to evolve the CCE format to better encourage youth participation.
Research highlights the essential role of Comprehensive Character Education (CCE) in fostering resilience and adaptability among elementary students and teachers However, existing CCE programs are often found lacking, necessitating the implementation of more participatory, interdisciplinary, creative, and emotionally engaging strategies.
In Vietnam, there are some studies on CCE, such as:
In 2015, Tong conducted a systematic literature review highlighting the integration of Climate Change Education (CCE) into Vietnam's general education system The review emphasizes that CCE is a crucial strategy for raising awareness and enhancing the capacity of individuals to respond to climate change The implementation of CCE within Vietnam's educational framework is approached from an integrative perspective, focusing on embedding CCE into textbook content that is indirectly related to climate change This method is particularly effective given the textbook-centric nature of Vietnamese education, making it a suitable and straightforward approach for applying CCE.
A study highlights the significant potential for integrating Comprehensive Citizenship Education (CCE) within the Geography curriculum of lower secondary schools in Vietnam, given the subject's content similarities (T D Nguyen, 2010) However, as CCE remains a relatively new concept in the Vietnamese educational framework, educators may encounter challenges in its implementation To mitigate the risk of overwhelming or discouraging students, it is recommended that teachers carefully select lesson units.
In a literature review conducted by Nguyen (2021), the integration of environmental education across all training levels was explored to determine its overall outcomes The findings indicate that environmental education fosters a commitment to eco-friendly practices, which can help mitigate natural disasters and promote informed decision-making regarding resource utilization Ultimately, the research emphasizes the importance of transforming knowledge into actionable strategies for the preservation and sustainable use of natural resources.
Based on the international and domestic studies, the author establishes a research hypothesis (section 1.3).
CCE implementation in Vietnam
2.3.1 CCE implementation in Vietnam national curriculum in the primary level
In Vietnam, the integration of Climate Change Education (CCE) into textbook content is a practical strategy, given that the education system relies heavily on textbooks (Tong, 2015) Currently, students utilize a combination of materials from the 2006 and 2018 national education programs The 2006 program outlines comprehensive guidelines for general education across all three levels, detailing the goals, competencies, and evaluation methods necessary for student success (MOET, 2006) Meanwhile, the 2018 program is being phased in, starting from the lower grades, to enhance the educational framework.
In Hanoi, the approved educational materials include three sets of textbooks for various educational levels: elementary levels 1 to 3, secondary levels 6 to 7, and high school level 10, as sanctioned by the Hanoi People's Committee.
The 2006 program lacks direct topics related to climate change (CC), but it offers opportunities for integrating climate change education through indirect content In contrast, the 2018 program has successfully incorporated climate change and climate change responses into various lessons, highlighting the importance of this critical issue in education.
Nature and Society is the most integrated subject in elementary education According to the 2006 curriculum, the content that can be integrated into this subject for grades 1 to 3 represents only about 1.2% to 4.8% of the total instructional time for the school year.
17 in the 2018 program, the number goes up to more than double or triple the ones in
2006 program, depending on which books the results is being compared to (see appendix 7)
Ethical education encompasses numerous content areas suitable for integration into character and citizenship education (CCE) However, the updated program shows little change in the volume of indirectly related CCE content compared to the 2006 program, as detailed in appendices 7 and 8 In certain instances, the allocated class time for CCE content has even decreased slightly.
Experiential activity is an innovative educational subject that encompasses three key components: weekly school assemblies, extra-curricular activities, and homeroom activities These components provide students with opportunities to engage in practical learning based on weekly assigned topics Despite its emphasis on hands-on experience, the current curriculum for elementary grades only minimally addresses Climate Change, with relevant content accounting for less than 10% of the overall material.
Currently, the implementation of Climate Change Education (CCE) in Vietnam is primarily conducted by NGOs, focusing on education for climate action aimed at both mitigation and adaptation Organizations such as Live&Learn and UNICEF design CCE programs in low-risk regions to teach students essential mitigation skills In contrast, NGOs operating in areas with high climate change disaster risk provide Risk Reduction Education (RRE), which encompasses both mitigation and adaptation knowledge, addressing the increased frequency of extreme weather events in these regions.
This thesis examines the implementation of the CCE program in the Northern region of Vietnam, with a particular emphasis on Hanoi The subsequent section provides detailed insights into the CCE initiatives carried out by various NGOs in the area.
LL, an anonymous NGO, recognizes that children are particularly susceptible to the effects of climate change, pollution, energy crises, and waste overload To address these challenges, LL has developed a program aimed at primary school students, focusing on fostering a green lifestyle and equipping them with the skills needed to navigate environmental issues effectively.
In the pursuit of a more sustainable future, students can lead the way by fostering eco-friendly practices within schools and communities (Live&Learn et al., n.d.) A sustainable school environment is characterized by clean air, clean water, green spaces, energy efficiency, and waste reduction To achieve this, key focus areas include management policy, facilities, education and communication, and sustainable practices (Live&Learn, n.d.) Notably, this initiative has positively impacted 43,000 students and resulted in 40,000 sustainable actions across 116 schools (Live&Learn, n.d.).
The NGO conducted training sessions for teachers at affiliated schools prior to implementing the program, providing essential reference materials for effective teaching and learning Once the training concluded, teachers were granted full creative control over the content delivered to students Schools independently utilized the teaching and evaluation methods acquired during the training, with oversight from their administration rather than the NGO However, the NGO remains available to assist upon request, offering support in various forms such as answering inquiries and supplying additional content and information.
LL aims to create a transformative initiative for building green schools, which requires a well-structured program with clear goals that resonate with the school community, including teachers, students, and parents To achieve this, the NGO has outlined six essential steps to guide the development of sustainable educational environments.
To achieve a sustainable school environment, it is essential to establish an Environmental Committee that reflects the school's consciousness and needs This committee should focus on developing, implementing, and monitoring CCE management policies while ensuring the interests of all stakeholder groups are represented.
In the decision-making process, it is essential to consider various factors, coordinate with school members for effective communication and participation, and integrate the sustainable school program into the development plans of both the school and the local community whenever possible.
To effectively evaluate the school's environmental status and needs, it is essential to conduct two key activities: first, investigate local environmental issues; and second, assess the demands and review the effectiveness of the school's current environmental protection initiatives.
METHODOLOGY
Methods
This study evaluates the level of Comprehensive Competency Education (CCE) in elementary schools in Hanoi, utilizing data from three key public schools involved in the CCE program facilitated by NGOs, particularly the program implemented by LL.
Three public elementary schools in Hanoi, chosen through random sampling, participated in this survey, focusing on fourth and fifth-grade students This selection was made in consultation with the schools' management boards to ensure that students could comprehend the questionnaire, ultimately leading to clear and valid survey results.
To collect the data, the sample size is calculated using the following formula (Yamane,
1967) with n: sample size; N: population (around 43.000 students); e: sampling error (5%) n = N / [ 1 + N(e 2 )] n: sample size;
N: population (total number of students participate in NGOs CCE); e: sampling error
The sampling error from a trial survey of 25 students was determined to be 4%, with only 1 invalid result In total, 43,000 students participate in LL's CCE program Applying Yamane's formula to maintain the fixed sampling error, the required number of survey samples is calculated to be 616 Ultimately, 667 samples were collected, of which 642 were valid and utilized for data analysis.
Data was collected online using Google Forms through two distinct questionnaires: one for students and another for teachers These questionnaires were crafted based on the research questions outlined in Chapter 1, incorporating the evaluation model developed by Kirkpatrick D and Kirkpatrick J This model aims to assess four levels of evaluation, ensuring a comprehensive analysis of the collected data.
Students' self-assessment of their learning process plays a crucial role in their overall development, leading to significant improvements in knowledge and skills This learning not only enhances their academic performance but also facilitates the transfer of acquired skills to various contexts, including future classes and job environments Ultimately, these outcomes contribute to the success and improvement of educational institutions, highlighting the interconnectedness of student behavior and institutional effectiveness (Kirkpatrick & Kirkpatrick, 2007).
Table 3.1: Sample outline of an evaluation plan with Kirkpatricks’ four levels
1 Reaction Participant ratings of factors within the program (i.e materials, activities, instructors, classes, facilities etc.)
Students self-assessment of their learning process
3 Behavior Students’ self-assessment of their skills
Teachers’ assessment of students practicing learned skills
Ability to apply learned knowledge into practical skills
4 Results Total number of program participants
Number of participants enrolling in advanced program of CCE
The evaluation plan for assessing the NGOs CEE program in Vietnam includes a table of indicators designed to measure various aspects of the program's effectiveness At the reaction level, the evaluation focuses on participants' feelings and personal responses to their learning experiences Additionally, the learning level evaluation gauges the increase in participants' knowledge about climate change (CC).
The behavior level assesses how well participants apply their acquired knowledge and the subsequent changes in their behavior Meanwhile, the results level evaluates the impact of this learning on the institution's overall success and improvement.
Table 3.2: Table of assessment indicators
The evaluation of the CCE program encompasses various aspects, including the ratings of its contents, materials, activities, and facilities, as well as the instructors and teachers involved Additionally, assessing participants' level of engagement is crucial for understanding the program's overall effectiveness and impact.
Students’ competencies (based on the program’s PLOs)
2 Learning Ratings of students’ skill-based knowledge (based on the program’s
PLOs) Ratings of students’ skill-practice activities
The frequency of students applying skill/knowledge outside the classroom
The extent of change in practicing age-appropriate climate action The sustainability of age-appropriate climate action
Number of people participants transfer their knowledge/skill to other environment
Number of satisfied participants Number of unsatisfied participants
Number of participants who would continue to participate in CCE program in the future
Number of participants who would NOT participate in CCE program in the future
Students’ questionnaire is made up of 2 parts:
+ Part 1: Multiple choice and survey questions about students’ knowledge about CC
This section evaluates elementary students' climate change competencies and their readiness to engage in age-appropriate climate action Additionally, it includes multiple-choice and survey questions designed to assess the effectiveness of the Climate Change Education (CCE) program.
This part consists of questions that are given out in order to assess the effectiveness of NGOs’ CCE program and satisfactory of participators
Teachers’ questionnaire is also made up of 2 parts:
+ Part 1: Multiple choice and survey questions about NGOs’ CCE program they are practicing
Questions within this part contribute to the assessment of the effectiveness of NGOs’ CCE program and satisfactory of participators
+ Part 2 Survey questions about teachers’ recommendation for organizer of CCE program
This part consists of questions about the achievements and limitations of NGOs CCE program as well as factors that needs improvement to have a better NGOs CCE program
The assessment questions in both parts of the study are evaluated using a 5-point Likert Scale, with 1 indicating a negative response and 5 indicating a positive one Part 1 focuses on assessing elementary students' climate change competencies and their readiness to engage in age-appropriate climate action, drawing on established tier learning objectives and activities based on Bloom's Taxonomy and Hess' Cognitive Rigor Matrix This led to the development of a five-level scale for the study, which is detailed in Table 3.3 below.
Table 3.3 5-level-assessment scale for CCE program
Have none or can only recall minimum key information about CC (e.g able to name significant/popular CC event etc.)
Basic 20 – 40% Recall, recognize or locate facts about CC in specific text
Standard 41 – 60% Apply CC knowledge and practice age-appropriate climate action when required
Good 61 – 80% Apply CC knowledge and constantly practice age- appropriate climate action when NOT required Advanced 80 – 100% Able to academically analyze CC and CC action
To conduct the survey, the author coordinated with personnel from the Hanoi Department of Education and Training to reach out to three selected schools The personnel formally requested permission from the school administrations to survey the implementation of the NGOs' CCE programs Once the schools granted approval, the author communicated with the representatives of the three schools through phone calls and messages, utilizing private contacts provided by the Department of Education and Training.
The survey was conducted with the permission of school administrations, targeting fourth and fifth grade students and their teachers Access to the questionnaires was provided through Google Forms via links distributed by school management The survey took place from March 10 to March 20, 2022.
In-depth interviews with NGO officers will be conducted to gather comprehensive data and official information on the NGOs' CCE programs for subsequent analysis Additionally, consulting experts on assessment methodologies is essential to establish criteria for evaluating CCE Recommendations from experts, including the use of Bloom's Taxonomy and Hess' Cognitive Rigor Matrix, have informed the development of a five-level assessment scale for the CCE program utilized in this study.
Gap analysis: Measure gaps in performance and required target
Text analysis: Quantify qualitative data
3.1.4.2 Quantitative methods: Min-max method
This study's calculation process is informed by insights gained at Vietnam-Japan University While various methods exist to evaluate Emotional Quotient Index (EQI) and competency levels, the geometric mean method is deemed the most appropriate for this research's data set Survey data will be analyzed quantitatively using Excel, following a predetermined structure, with quantification achieved through text analysis and a point system detailed in the appendix.
6 will be normalized using the min-max method (1)
29 x ij = x ij − x min x max − x min x ij = x max − x ij x max − x min xij: normalized data indicator; actual value from survey; i is the order of the i indicator; j is of the j th household;
Xmin and Xmax are the maximum and minimum values of the indicator
Next, calculate the mean value for each coded value for each indicator follow equation
Md: mean value of indicators xij: normalized data indicator n: number of survey subjects Then, use the calculated mean values to calculate the mean value of Indices (3)
Md: Mean value of indicators N: Number of components
Use the geometric mean method to calculate the EQI of the CCE program (4)
EQI = √I 4 re∗ I l ∗ I b ∗ I r EQI: Education Quality Index
Finally, identify the quality level of the program using the scaling from MAGI, 2003 program quality scale (5)
Less than 0,3: Below the quality threshold
Data and Materials
Data types Data sources Note
- Publications of researchers, NGOs, scientific journals
Public/existing information collected by others
RESULTS AND DISCUSSION
General Characteristics of the Respondents
A survey targeting students and teachers was conducted, with a primary focus on students, yielding 642 valid responses from students and 26 from teachers The results are deemed sufficient for the study, as the number of responses aligns with the calculated sample size required, determined using Yamane's formula.
A survey conducted across three schools gathered responses from 642 students, with 50.9% in fourth grade and 49.1% in fifth grade The selection of these grades was made in consultation with the schools' management boards to ensure that students fully understood the questionnaire's content.
In a survey involving three schools, 36 teachers participated, which is a sufficient sample size given that public school classes in Hanoi can average up to 60 students (K C Nguyen, 2018) Consequently, the responses from these 36 teachers could effectively represent the perspectives of over 2,000 students.
An in-depth interview was conducted with LL Vietnam, an NGO established in 2009, which oversees the CCE program at three primary schools involving surveyed students and teachers Based in Tay Ho district, Hanoi, LL Vietnam operates under the Decision 60/QĐ-LHH from the Vietnam Union of Science and Technology Associations and the Ministry of Science and Technology’s Permission number A-804 (Live&Learn, 2020) The organization claims to significantly impact the young generation, the school system, and the general public by investing in media education, positioning itself as a leading NGO in this field.
LL Vietnam actively collaborates with diverse stakeholders, including local organizations, private businesses, NGOs, and media, to promote sustainable energy education and Community Climate Engagement (CCE) As a key member of the Climate Change working group and the Vietnam Sustainable Energy Alliance, LL Vietnam advocates for support in fostering sustainable lifestyles in urban areas.
An in-depth interview will be conducted with Miss P T Y N., the Education and Training Officer of LL, utilizing the questions outlined in Appendix 5 The findings from this interview will be compared with the results of the survey to provide comprehensive insights.
Research result
4.2.1 Hanoi elementary students’ CC competencies
To evaluate students' climate change (CC) competencies, the initial section of the questionnaire targets their foundational knowledge and readiness to engage in age-appropriate climate action The first multiple-choice question aims to determine the percentage of students familiar with the climate change phenomenon, as illustrated in Table 4.1.
Table 4.1 Percentage of Hanoi elementary students that know about CC
A significant 95.5% of students are familiar with the term Climate Change (CC), indicating that awareness is growing even among young children Increased exposure to CC through diverse channels has heightened their understanding of this pressing issue As information about CC becomes more readily available to elementary students, it encourages them to seek out additional resources and deepen their knowledge.
Table 4.2 Hanoi elementary students’ sources of information about CC
Traditional media (i.e television, radio etc.) 439 68.4
Table 4.2 reveals that 68.4% of small students obtain information about CC from traditional media, while school and the Internet follow with 49.2% and 42.1%, respectively In contrast, family and friends serve as a less significant source of information, accounting for only 26.3% This highlights the impact of early exposure to various information channels on students' learning.
CC information, children are more vocal about the urgency for governmental action to tackle the problem that CC brings about (UNICEF, U.K., 2013)
Despite the abundance of information available, elementary-level children continue to struggle with comprehension, particularly regarding the complex concept of CC Figure 4.1 illustrates students' varying levels of understanding of the term CC.
Figure 4.1 Hanoi elementary students’ understanding of the term CC
Below basic Basic Standard Good Advanced
The assessment for figure 4.1 was done using text analysis scaling in appendix 5
A significant number of respondents struggle to define climate change (CC), with 26% unable to provide any meaningful answer and 31% offering only minimal key terms related to CC, such as changes in weather patterns and global warming, without addressing causes or impacts In contrast, 17% of students at the standard level provide accurate keywords and mention several impacts of CC, including sea-level rise and extreme weather events Meanwhile, 19% of students demonstrate a good understanding by accurately describing CC, its causes like human activities and greenhouse gases, and its impacts Finally, only 7% of respondents exhibit a comprehensive understanding, connecting their ideas effectively while meeting all criteria of the good level answers.
Figure 4.1 reveals a significant proportion of students with below-basic understanding, likely due to the open-ended question format, which demands adequate vocabulary and comprehension for comprehensive responses In contrast, Figure 4.2 shows a more favorable outcome in assessing students' understanding of climate change impacts and causes when utilizing multiple-choice questions.
Figure 4.2 Hanoi elementary students’ understanding CC impacts and causes
The data presented in Figure 4.2 indicates that a significant number of elementary students in Hanoi successfully selected over 50% or all correct options in the survey, with 26% and 35% providing satisfactory extended answers about climate change impacts Notably, 21% of students in the standard group selected all correct options but lacked sufficiently detailed extended answers Additionally, the proportion of students demonstrating below basic knowledge is comparable to those exhibiting advanced knowledge, with figures at 8% and 9%, respectively.
A significant 93% of students lack a basic or standard understanding of the causes of climate change (CC), with only 55% demonstrating a standard level of comprehension Additionally, 38% of students possess a basic understanding, while the remaining three categories show minimal understanding, ranging from 1% to 4%.
The assessment of students' climate change (CC) competencies is conducted through normalized data, which includes their CC knowledge and various climate action metrics This normalization process employs the min-max method to adjust the original data according to the positive and negative characteristics of each indicator, utilizing a five-level scale for evaluation.
Below basic Basic Standard Good Advanced
CC impacts Causes of CC
36 assessment scale for CCE program (table 3.3) the detailed result on students’ CC competencies is shown in figure 4.3
Figure 4.3 Hanoi elementary students’ CC competencies level
Figure 4.3 illustrates the average ratios of five response groups—below basic, basic, standard, good, and advanced—derived from the min calculation method to normalize quantified data These groups correspond to the five levels of understanding outlined in the 5-level assessment scale for the CCE program, as detailed in Table 3.3.
The study reveals that 70% of students possess a standard understanding of climate change (CC), enabling them to implement age-appropriate climate actions effectively Following this, 69% of students demonstrate a basic understanding, while 54% exhibit a good grasp of CC concepts Conversely, 35% of students show minimal knowledge, recalling only essential information, which is below the basic level The advanced understanding group is notably small, comprising only 13% of students Overall, the geometric mean calculation indicates that the average level of CC competencies among elementary students in Hanoi stands at 41%, reflecting a standard level of understanding.
4.2.2 Hanoi elementary students’ level of willingness to take age-appropriate CC action
The findings presented in Figures 4.1 and 4.2 indicate that the potential for climate action practices among elementary students in Hanoi is expected to be minimal, with most students falling into the first three levels of understanding: (1) below basic, (2) basic, and (3) standard, as illustrated in Figure 4.4.
Figure 4.4 Hanoi elementary students’ climate action
Figure 4.4 reveals that a significant majority of students, 38%, can provide only one or no meaningful answers, typically consisting of a single correct keyword Additionally, just over half of the students fall into the basic and standard levels of understanding, with 25% and 23% respectively In contrast, only a small percentage of students demonstrate good and advanced level answers, accounting for 10% and 4% respectively.
Despite the lackluster results from elementary students' climate action, where only a small percentage achieved good or advanced levels, the performance intensity ratio of Hanoi's elementary students presents a contrasting picture This indicates that a minor group of students is actively engaged in climate action efforts.
Below basic Basic Standard Good Advanced
A significant 54% of students frequently engage in climate action activities, while 27% participate occasionally In contrast, 2% of students rarely practice climate action, and 1% never do Notably, 16% of students demonstrate the highest level of commitment to climate action.
Figure 4.5 Hanoi elementary students’ climate action performance intensity
Discussion
Through the analysis of survey data, the research questions and hypotheses can be verified as follows:
No Research Questions Hypotheses Verification
1 What is the level of knowledge of NGOs
CCE program’s elementary level students’ CC literacy?
Students have average amounts of age-appropriate knowledge about
Students have average amounts of age-appropriate knowledge about CC based on the 5-level-assessment scale for CCE program
2 What is the level of willingness to take age-appropriate climate action of
NGOs CCE program’s elementary level students?
Students have average willingness to take age- appropriate climate action
Students have average willingness to take age- appropriate climate action
3 What are the achievements and limitations of NGOs
Students get acquainted with CC knowledge
But there are not enough activities promoting climate action that are age- appropriate to the
Disseminate knowledge about CC to elementary students;
Introduce the sustainable school model to elementary schools through activities
No Research Questions Hypotheses Verification elementary level of students regarding (1) management policy, (2) facilities, (3) education and communication, and (4) sustainable practices;
Encourage climate action among children at elementary level;
Promote sustainable lifestyle with the surrounding community Limitations
Educators are not properly trained;
The system of CCE teaching materials within the current education curricula is limited;
There are not enough physical facilities for practice activities;
Time spent on CCE is limited
4 What are the factors that needs improvement to better promote effective
In order to promote effective NGOs CC education program, school facilities,
Have unified educational materials for elementary level learners;
No Research Questions Hypotheses Verification
NGOs CCE program? human resources and teaching equipment are factors that need improvement
Have frequent CC events for elementary level students;
Integrate CCE into the national education curriculum;
Consult stakeholders about implementing CCE in the elementary level;
Invest in physical capital Long-term:
Have a unified educational CCE program at the elementary level;
Have a systematic integration of CCE into the national education curriculum;
Invest in facilities at educational institutions
The rising awareness of climate change (CC) among young students highlights its growing prominence in society This aligns with the IPCC's advocacy over the past decade for enhanced education on CC, emphasizing that education should be a fundamental innovation and investment in combating this global issue (IPCC, 2014) Consequently, even elementary students are being equipped with knowledge to lead more sustainable lives, signaling a significant shift towards environmental consciousness from an early age.
47 need for more drastic action from higher levels of society in order to better guide the education direction (Adetunji, 2014)
Nearly 50% of students in Hanoi's public elementary schools receive the majority of their climate change education from their schools, indicating a significant success in systematically educating students about climate change, supported by NGOs.
Students in Hanoi's public elementary schools demonstrate a basic understanding of climate change (CC), as revealed by data analysis While they can apply CC knowledge and engage in age-appropriate climate actions when necessary, the results align with the study's hypothesis but are somewhat disappointing Nonetheless, in-depth interviews conducted by NGOs indicate that the program is still in its early stages, making the students' standard-level outcomes both expected and satisfactory.
Students demonstrate an average understanding of climate action, engaging in such activities primarily when required, yet they report a regular but insufficient frequency of practice Despite claims of frequent involvement, students recognize that the quality of their actions is lacking, which contrasts with educators' assessments, as most teachers rate student outcomes as moderate Overall, both student and teacher feedback indicates that students possess a limited willingness to engage in age-appropriate climate action The effectiveness of student engagement in climate initiatives, both in and out of the classroom, is significantly influenced by teachers' implementation of the program, with a reliance on traditional teaching methods resulting in inadequate student participation and a deficient willingness to act on climate issues.
Future Climate Change Education (CCE) programs must provide consistent support to foster long-term climate action habits in elementary school children, as these habits are often established during middle childhood and are difficult to change later (Pressman et al., 2014) When children develop routine climate actions, they can significantly contribute to reducing global emissions; for instance, a study found that 16% of children participating in CCE could lead to a reduction of 19 gigatons of carbon emissions by 2050 (Cordero et al., 2020).
The result also shows that NGO’s CCE progam disseminates CC knowledge to elementary schools in Hanoi Hanoi’s elementary students learn about the impact of
To effectively adapt to Climate Change (CC) and empower individuals to advocate for awareness, it is crucial to address existing limitations in coordination and physical facilities during the implementation of Climate Change Education (CCE) by NGOs Additionally, the lack of unified teaching materials and training for educators involved in this program hinders progress Furthermore, not all schools participating in the Local Learning (LL) CCE program have the necessary facilities to support diverse implementation activities.
Research indicates that stakeholders must enhance their understanding of the content knowledge (CC) of primary teachers in Hanoi, create a cohesive educational program, and increase investment in the physical infrastructure of schools.