INTRODUCTION
Reason of the study
The 1987 Bruntland Commission Report introduced the concept of sustainable development (SD), highlighting its essential role in global progress (UNESCO, 2021b) Since then, significant efforts have been made worldwide to promote SD for a sustainable future, with education recognized as a vital pathway As stated by UNESCO (2021c), “without education and learning for SD, we will not be able to reach that goal.” Education for Sustainable Development (ESD) focuses on three key dimensions: knowledge, attitudes, and behaviors (KAB) towards sustainability (UNESCO, 2020).
The Vietnamese Government demonstrated its commitment to Education for Sustainable Development (ESD) through the National ESD Action Plan for 2010-2014 Since 2017, significant strides have been made in integrating ESD into the formal education system, particularly following Decision No 622/QD-TTg issued by the Prime Minister However, challenges persist in ESD implementation, primarily due to a lack of research on its outcomes Consequently, there is an urgent need for monitoring processes to effectively measure and assess the impact of ESD within Vietnam's formal education system.
Research objectives and significance of the study
In 2019, Vietnam ranked second among ASEAN countries in the Sustainable Development (SD) index, reflecting its strong commitment to Education for Sustainable Development (ESD) as outlined in the National ESD Action Plan for 2010-2014 This commitment, driven by the highest levels of government, has paved the way for significant changes in ESD practices As Vietnam navigates the challenges and opportunities of a rapidly developing economy, studying its ESD initiatives can provide valuable insights for other developing nations facing similar contexts.
Since 2017, Decision No 2161/QD – BGDDT from the Ministry of Education and Training (MOET) has aimed for all high school students in Vietnam to acquire knowledge on sustainable development (SD) This initiative marks the official integration of Education for Sustainable Development (ESD) into Vietnam's formal education system Evaluating the effectiveness of ESD implementation is essential for assessing its impact on students' learning outcomes.
After four years of official implementation aimed at gathering local feedback for future policy enhancements, there has been limited research conducted on the educational outcomes related to Education for Sustainable Development (ESD) among high school students in Vietnam.
Consequently, this study is aimed at:
1 Exploring the high school students’ awareness on SD
2 Investigating the high school students’ KAB towards SD as the outcomes of ESD implementation in Vietnam
The results of the study can be the materials for further studies in order to improve ESD quality and outcomes implementation among high-school students.
Research questions
In line with the research objectives, research questions of the study are as follows:
1 What is high school students’ awareness on SD?
2 What are high school students’ KAB towards SD? a) How is high school students’ knowledge on SD? b) How are high school students’ attitudes towards SD? c) How are high school students’ behaviors towards SD?
Scope of the study
This study examines the awareness of sustainable development (SD) among Vietnamese high school students, as mandated by the Ministry of Education and Training (MOET) in Vietnam According to the directive No 2161/QD – BGDDT, all Vietnamese high school students are expected to possess knowledge about SD by 2020 The research gathered data on students' understanding, attitudes, and behaviors regarding SD, which were subsequently analyzed to assess their overall awareness and engagement with the topic.
4 and compared with the targets and goals set for SD in Vietnam The research was conducted in the period from August 2021 to March 2022
THEORETICAL CONSIDERATION and METHODOLOGY
Literature review
2.1.1 The development of ESD a, The history of ESD
ESD is considered as “the key instrument to achieve SDGs (UNESCO, 2017)” According to UNESCO (2014), the history of ESD links to the Rio Earth Summit in
1992 By the effort of many UN member states, ESD was established and developed throughout the time
The crucial role of ESD was globally recognized in the Rio Earth Summit 1992, also known as UNCED 1992 (UNESCO, 2014a) At the Summit, the Agenda 21 of the
The UN Conference on Environment and Development (UNCED) was adopted by 178 member states, with UNESCO designated as the lead agency for coordinating Chapter 36 of Agenda 21, which focuses on education, training, and public awareness for sustainable development (SD) Chapter 36 emphasizes that education is a vital tool for facilitating the transition to sustainable development.
Launched in 2005, the United Nations Decade for Education for Sustainable Development (DESD) aimed to promote Education for Sustainable Development (ESD) and has since evolved into a global movement for sustainable development (SD) Over the decade, many countries reoriented their education systems in line with ESD commitments outlined in Agenda 21 (UNESCO, 2014b) An International Implementation Scheme (IIS) was established by member states to integrate various global initiatives supporting ESD (UNESCO, 2014, p.16) Consequently, the DESD led to the exploration of innovative teaching and learning methods for ESD across diverse sectors and interests (UNESCO, 2012, quoted in UNESCO, 2014, p 17).
Between 2015 and 2019, UNESCO established the Global Action Program on Education for Sustainable Development (GAP) following the Decade of Education for Sustainable Development (DESD) This initiative recognized ESD as a crucial driver for achieving all Sustainable Development Goals (SDGs) The growing global acknowledgment of ESD led to the formation of partner networks worldwide to facilitate the implementation of GAP The primary objective of GAP is to enhance and expand actions across all educational levels to accelerate sustainable development progress Consequently, the implementation of GAP has significantly strengthened the momentum for ESD.
Founded in 1992 by UN member states and coordinated by UNESCO, Education for Sustainable Development (ESD) has significantly evolved, resulting in profound impacts on global education Today, ESD plays a crucial role in advancing the transition towards sustainable development, showcasing notable achievements in its implementation worldwide.
Since 1992, Education for Sustainable Development (ESD) has been recognized as a crucial component in promoting sustainable development, particularly through the United Nations' Decade of Education for Sustainable Development (DESD) from 2005 to 2014 The final report by UNESCO in 2014 highlights that ESD has made significant progress across various dimensions.
Education for Sustainable Development (ESD) is increasingly recognized globally as a crucial element for achieving sustainable development (SD) goals UNESCO highlights that ESD enables nations to align their educational visions with contemporary and future challenges It encompasses various interconnected dimensions—economic, environmental, and social—addressing the complexities of sustainability issues ESD is viewed as a lifelong learning process that transcends traditional literacy and numeracy, fostering values and a sense of responsibility towards sustainability Consequently, many countries have integrated ESD into their national education strategies, reflecting its importance in promoting sustainable practices.
Secondly, ESD has gained increasing engagement by diverse stakeholders Political leadership plays an important role in coordinating ESD into the national
Seven key development strategies play a crucial role in the implementation of Education for Sustainable Development (ESD) at both national and subnational levels The active involvement of political leaders, along with the dedication of various stakeholders—including private sectors, educational institutions, governments, and organizations—significantly enhances the effectiveness of ESD initiatives.
Finally, as reported by UNESCO (2014), ESD has been coordinated at all levels and areas of education Supported by the increasing policy attention, ESD is strongly
Sustainability has become a primary objective of education in numerous countries, as highlighted by UNESCO (2014b) In addition to formal education, Education for Sustainable Development (ESD) has gained traction in non-formal settings, including informal, technical, vocational education, and training globally.
Since its recognition in 1992, Education for Sustainable Development (ESD) has emerged as a crucial driver for achieving the Sustainable Development Goals (SDGs), as noted by UNESCO in 2020 ESD's influence extends beyond mere contributions to sustainable development, impacting various levels and areas of growth With strong support from stakeholders, ESD continues to evolve, gaining unprecedented momentum However, the journey toward sustainable development is not without its challenges and obstacles in implementing ESD effectively.
Internationally recognized to play a crucial role in coordinating SD (UNESCO,
Since 2020, Education for Sustainable Development (ESD) has made notable progress and received increasing support from various national policies However, there remain considerable gaps between the formulation of these policies and their actual implementation at the local level.
The integration of Education for Sustainable Development (ESD) into national education strategies faces significant limitations and challenges Key barriers include insufficient incorporation of ESD into national development plans and a lack of support from policymakers in various countries (UNESCO, 2014b) Additionally, existing ESD policies often fail to align with the educational needs of these nations In Malaysia, for instance, the evaluation of ESD policies reveals that the established indicators are frequently deemed "not relevant" or "partially available" for development (Mokshein, 2019) Without robust monitoring and evaluation mechanisms in place, the effective implementation of ESD remains a significant challenge.
8 national educational policies to be translated into meaningful ESD performance in individual schools at local levels (Cala, 2018)
The feedback from Education for Sustainable Development (ESD) implementation to the policy-making process is currently insufficient, primarily due to a lack of integration and feedback loops from local to national levels (Jucker & Mathar, 2015) To enhance the effectiveness of ESD, it is crucial to improve monitoring and evaluation practices, which are necessary to generate evidence for future investments and policies However, as of now, the monitoring and evaluation of ESD learning outcomes remain limited, resulting in inadequate feedback that hampers the development and effectiveness of subsequent investments and policies (UNESCO, 2014b).
In conclusion, the absence of local feedback in national educational policy-making significantly hinders effective Education for Sustainable Development (ESD) implementation To bridge the gap between national education strategies and real-world application, it is essential to enhance feedback mechanisms regarding ESD performance This necessitates an investigation into ESD outcomes at individual schools, ensuring that educational policies are effectively translated into impactful ESD practices.
2.1.2 ESD implementation in Vietnam a, Development situation in Vietnam
Vietnam’s achievements since 1986 “Doi Moi”
Since the political and economic reform under “Doi Moi” in 1986, over the past
Over the past 30 years, Vietnam has experienced remarkable development, transitioning from a centrally planned economy to a more industrial and market-based system due to the "Doi Moi" reforms (CIA, 2021) This shift has significantly accelerated economic growth while also addressing and reducing social issues, ultimately enhancing the living standards of the Vietnamese people.
In the last three decades, Vietnam's economy has seen significant growth, with its GDP per capita increasing 2.7 times between 2002 and 2018, resulting in over 4.5 million people being lifted out of poverty, according to The World Bank.
Working concepts and theoretical consideration
Sustainable Development (SD) is often defined as meeting the needs of the present without hindering future generations' ability to meet their own needs, as highlighted in the 1987 Brundtland Commission Report This definition emphasizes the importance of balancing current demands with long-term sustainability.
In 2015, the UN adopted the Sustainable Development Goals (SDGs) as a
The UNDP (2022) emphasizes a universal call to action aimed at eradicating poverty, safeguarding the planet, and ensuring that by 2030, everyone can experience peace and prosperity To achieve sustainable development (SD), it is crucial to recognize that all Sustainable Development Goals (SDGs) are interconnected and require a balanced approach across environmental, social, and economic dimensions.
Education for Sustainable Development (ESD)
Education for Sustainable Development (ESD) is a crucial pathway towards achieving Sustainable Development (SD), as recognized by UNESCO (2021a) ESD is defined as a learning process that equips individuals to make decisions considering the long-term implications for the economy, ecology, and equity of all communities (UNESCO, quoted in Kagawa, 2007, p 318) According to UNESCO (2021), ESD is a lifelong learning journey that empowers learners with the knowledge, skills, values, and attitudes necessary to make informed decisions and take responsible actions for environmental integrity, economic viability, and social justice (UNESCO, 2021, p 1).
Regarding of the background information and evidences given in the literature review, a conceptual framework of students’ KAB towards sustainable development can be built as follows:
Figure 3.1 Conceptual framework created by the author
The study examines three independent variables: the type of school, gender, and academic level It also focuses on two dependent variables: high school students' awareness of sustainable development (SD) and their knowledge, attitudes, and behaviors (KAB) towards SD.
The analytical framework combines two main parts: i) high school students’ awareness of SD; and ii) their KAB towards SD The detailed analytical framework is described as bellows:
Table 3.1 Analytical framework created by the author
1 High school students’ awareness on SD
SD i) High school students' awareness on SD ii) High school students' KAB towards SD
High school students’ knowledge towards SD
Environmental dimension Economic dimension Social dimension High school students’ attitudes towards SD
Environmental dimension Economic dimension Social dimension High school students’ behaviors towards SD
Environmental dimension Economic dimension Social dimension
In terms of students’ awareness of SD, according to the Cambridge dictionary,
“awareness” is “knowledge that something exists” Taylor & Creech (2012) analyze
The article explores teachers' awareness of Education for Sustainable Development (ESD) through their familiarity with the term and the sources of this awareness It utilizes the analytical framework established by Taylor & Creech (2012) to assess high school students' awareness of Sustainable Development (SD), which is categorized into three key areas: students' familiarity with the term SD, their understanding of its definition, and the sources from which they derive their awareness.
A KAP survey was employed to assess high school students' knowledge, attitudes, and behaviors (KAB) towards sustainable development (SD) in Hanoi This widely recognized tool effectively measures community understanding and practices (Ahamad & Ariffin, 2018) The survey aims to identify participants' knowledge, feelings, and actions regarding SD, consisting of three sections of Likert-scale questions focused on knowledge, attitudes, and behaviors (Cala, 2018) Recently, this KAP survey was conducted to gather relevant data.
19 in various studies of the environment (Ahamad & Ariffin, 2018) In this study, a KAP survey is also conducted to measure high school students’ KAB towards SD
In terms of classifying three dimensions of SD, Barbier & Burgess (2017) built up a framework in order to classify 17 SDGs into three integrated dimensions as follows:
Figure 3.2 SDGs classification (Barbier & Burgess, 2017)
Barbier & Burgess (2017) outline the environmental dimension of sustainable development, which encompasses SDG 11 for sustainable cities and communities, SDG 12 for responsible consumption and production, SDG 13 for climate action, SDG 14 for life below water, and SDG 15 for life on land Additionally, their framework highlights the economic dimension, including SDG 1 aimed at eradicating poverty, SDG 2 focused on achieving zero hunger, SDG 3 promoting good health and well-being, SDG 6 ensuring clean water and sanitation, and SDG 7 advocating for affordable and clean energy.
Sustainable Development Goals (SDGs) play a crucial role in promoting economic growth and job creation, particularly through SDG 8, which focuses on "good jobs and economic growth," and SDG 9, emphasizing "industry, innovation, and infrastructure." Furthermore, the social dimension of sustainable development encompasses various goals, including SDG 4 for "quality education," SDG 5 promoting "gender equality," SDG 10 aimed at "reducing inequality," SDG 16 for "peace, justice, and strong institutions," and SDG 17, which fosters "partnerships for the goals," as highlighted by Barbier & Burgess (2017).
To achieve sustainable development, it is essential to balance and integrate the goals across the three dimensions: environmental, social, and economic (Barbier & Burgess, 2017) This study utilizes the analytical framework established by Barbier & Burgess (2017) to assess students' knowledge, attitudes, and behaviors (KAB) regarding the Sustainable Development Goals (SDGs).
Methodology
This study utilizes a mixed-method approach, incorporating an online survey to gather knowledge, attitude, and self-reported behavior (KAB) factors related to sustainable development (SD) among high school students in Hanoi To complement the quantitative data, in-depth interviews were conducted online with students from selected schools, ensuring that both the surveys and interviews were administered in Vietnamese The collected data was subsequently translated into English for analysis by the author.
Among ASEAN countries, Vietnam ranked second in the sustainable index in
In 2019, the Vietnamese government reaffirmed its commitment to Education for Sustainable Development (ESD) through the National ESD Action Plan for 2010-2014, highlighting the importance of ESD at the highest levels This study conducted in Vietnam can serve as a valuable resource for other developing countries facing similar contexts and challenges.
The study focuses on Hanoi, highlighting its unique significance within Vietnam In 2015, the Party General Secretary signed the Politburo's Resolution 15/NQ-TW, outlining key development orientations and tasks for the city’s growth.
By 2030, with a vision extending to 2045, Hanoi is recognized not only as the capital of Vietnam but also as a pivotal educational hub and the driving force behind the Red River Delta and the nation (CAND, 2022; Trong, 2015) The city's strategic goals focus on achieving rapid and sustainable economic growth while prioritizing social development and environmental protection (Trong, 2015).
A study on the outcomes of ESD (Education for Sustainable Development) implementation in Hanoi can significantly contribute to the advancement of sustainability goals, not only for the city itself but also for other regions in Vietnam, including institutions like Van Coc Public High School.
In this study, 21 schools from Phuc Tho district and Nguyen Binh Khiem Private High School in Cau Giay district, Hanoi, were randomly selected, ensuring a balanced representation of both public and private educational institutions as independent variables.
The survey is designed based on the Likert – type scale survey by Michalos et al
(2012) in measuring students’ knowledge, attitudes and self-reported behaviors concerning SD The survey includes 3 sections
The study was structured into three sections: the first section gathered independent variables such as school type, academic level, and gender, while the second and third sections focused on dependent variables The second section aimed to assess students' awareness of Sustainable Development (SD), including their familiarity with the term, sources of awareness, and understanding of its definition The third section examined students' knowledge, attitudes, and behaviors towards SD The questions were specifically aligned with Vietnam's Sustainable Development Goals (SDGs) for 2030, as outlined in the National Action Plan (The Government Office, 2017).
● Type of school: the respondents were given two options about the school they are studying in Hanoi, which are Van Coc public school and Nguyen Binh Khiem private school
● Academic level: the respondents were asked what grade they are in with 3 options: 10 th , 11 th , and 12 th
● Gender: the respondents were asked to choose one option for their gender which are: male, female and others
● Familiarity with the term of SD: the respondents were asked if they ever heard about the term of SD There are two options: yes and no
● Sources of awareness on SD: the respondents were asked the sources which they gained awareness on SD The respondents can give multiple answers for this question
● Awareness of the definition of SD: the respondents were asked to point out the exact definition of SD among three options
The third section includes 3 parts with 53 Likert-questions, following the KAP survey by Michalos et al (2012)
A KAP survey is a widely utilized tool for assessing the knowledge, attitudes, and behaviors of a community (Ahamad & Ariffin, 2018) This survey aims to uncover what individuals know (knowledge), how they feel (attitudes), and their actions (practice) regarding specific topics (Vandamme, 2009, cited from Ahamad & Ariffin, 2018) Recently, KAP surveys have been applied in various environmental studies (Ahamad & Ariffin, 2018) This research employs a KAP survey to evaluate high school students' knowledge, attitudes, and behaviors towards sustainable development (SD) For instance, Michalos et al (2012) conducted a KAP survey in Manitoba, Canada, to assess students' perspectives on SD, aligned with the UN's formal SD concept The survey consists of three parts: assessing students' knowledge, exploring their attitudes, and examining their behaviors towards SD, with respondents indicating their agreement levels on a Likert scale ranging from "strongly disagree" to "normal."
The study by Michalos et al (2012) revealed that students exhibited a greater understanding of the environmental and social aspects of sustainable development (SD) compared to the economic dimension Additionally, the questionnaire included off-scale response options such as "don't know" and "don't understand" to capture a broader range of student perspectives.
This study utilizes a Likert-scale questionnaire developed by Michalos et al (2012) as its survey instrument The Knowledge, Attitudes, and Practices (KAP) survey aligns with Vietnam's Sustainable Development Goals (SDGs) set for 2030 Each question in the survey offers seven response options, ranging from "strongly disagree" to "disagree."
“neutral”, “agree”, “strongly agree”, “do not know”, and “other opinion”, coded as 1, 2,
3, 4, 5, 0, and 6, respectively for statistic analysis
● Part 1 includes 17 questions to explore the students’ knowledge on SD
● Part 2 includes 18 questions to explore the students’ attitudes towards SD
● Part 3 includes 18 questions to explore the students’ behaviors towards SD
In response to the Covid-19 pandemic, an online survey was conducted using Google Forms among students from Van Coc Public School in Phuc Tho district and Nguyen Binh Khiem Private School in Cau Giay district, Hanoi The survey targeted a total of 200 students, evenly split with 100 participants from each school The actual number of respondents to the survey will be detailed in the findings.
The survey included 152 respondents, comprising 36.2% males (55) and 63.8% females (96) Among the participants, 61.2% were from Van Coc public school (93), while 38.8% attended Nguyen Binh Khiem private school (59) Respondents represented all high school grades, with the highest participation from 10th grade at 40.1% (61), followed by 11th grade at 31.6% (47), and 12th grade at 28.3% (43) The lower response rate from higher academic levels can be attributed to increased schoolwork and preparation for graduation and entrance exams, making it more challenging for these students to engage in the survey.
The independent variables of the studies are shown in Table 4.1:
Table 4.1 Independent variables of the study
Nguyen Binh Khiem private school 59 38.8%
Following the analysis of survey data, semi-structured interviews were conducted to gain a deeper understanding of the situation A purposive snowball sampling method was utilized to reach high school students from Nguyen Binh Khiem Private School and Van Coc Public School for these interviews.
All interviews were conducted online via Zoom, with participants granting permission to record at the outset Utilizing a semi-structured format allowed interviewees to share spontaneous insights (Thao, 2021) This qualitative data from in-depth interviews enriched the quantitative findings from the online survey The semi-structured interviews focused on two key areas: high school students' awareness of sustainable development (SD) and their knowledge, attitudes, and behaviors (KAB) towards SD.
There are totally 5 participants agreeing to do the interviews: 3 students from Van Coc public school and 2 students from Nguyen Binh Khiem private school Among
5 interviewees, there are 2 male and 3 female students Each interviewee was given an
ID as “ID number” (Thao, 2021) The record was transcribed and analyzed with qualitative thematic analysis
Qualitative data analysis provides inclusive information to survey data As a result, the findings of the study are more conclusive and detailed
Findings and discussion
Findings
3.1.1 ESD integration into the formal high school curriculum
In-depth interviews conducted in this study uncovered the integration of Education for Sustainable Development (ESD) in two high schools, highlighting how students perceive ESD within their curriculum Although these insights were not the primary research objectives, they offer valuable context regarding student awareness of ESD initiatives in their educational environment.
Phuong (2020) highlights the integration of Education for Sustainable Development (ESD) into various high school subjects in Vietnam, including geography, civic education, physics, and biology Insights gathered from in-depth interviews in this study reveal detailed perspectives on the implementation of ESD from students, as shared by participant ID 02.
Throughout my education, I have learned about sustainable development (SD) across various subjects, emphasizing that our current actions significantly impact our future Additionally, my school promotes community involvement through a volunteer club dedicated to assisting those in need and maintaining clean streets.
ESD content has also been introduced in extra curricula for high school students
In my extra-curricular class, my teachers discussed sustainable development (SD) to guide our future Additionally, my school offers a female football team and a philanthropist club that raises funds to support those in need I thoroughly enjoy being a part of the football team.
Many interviewees highlighted the importance of integrating geography with Education for Sustainable Development (ESD) content Geography is considered highly relevant to ESD, as it encompasses essential knowledge related to the environment, population, culture, and socio-economics, all of which are easily connected to ESD principles (Phuong, 2020).
Human activities significantly impact the environment, as discussed in my geography class Deforestation for village construction, agriculture, and road development contributes to severe consequences such as flash floods, landslides, and the greenhouse effect, ultimately jeopardizing human lives.
Studying sustainable development in geography emphasizes the importance of using natural resources wisely to prevent future shortages It is crucial to consider long-term impacts rather than focusing solely on immediate needs.
It is shared by ID 05:
“In my geography class, I studied economic development in the north, central, and south areas of Vietnam and natural resources.”
ESD is also integrated into the subject of civic education The students’ understanding on SD through the subject of civic education is describe by ID 02:
“I can see some contents of the social dimension in my civic education class I was taught to behave and communicate equally and respectfully with others.”
In conclusion, qualitative data from in-depth interviews suggests that Education for Sustainable Development (ESD) should be integrated into high school curricula as a cross-curricular topic ESD encompasses various aspects of sustainable development, including its three dimensions High school students are equipped with knowledge of sustainable development through diverse subjects and teaching methods, and participants were able to recall several ESD concepts learned during their educational experience.
3.1.2 High school students’ awareness on SD
Exploring the high school students’ awareness on SD, the study gains interesting results Although all high school students were supposed to have some instruction about
According to a study by MOET (2017), approximately 7% of respondents (n = 11) reported no familiarity with the term "Sustainable Development" (SD), while a significant 93% (n = 141) acknowledged having heard of it Notably, 87% of the respondents (n = 132) were able to identify the correct definition of SD, indicating a general understanding of the concept even among those who could not articulate its precise meaning For example, one respondent, ID 01, provided insights that reflected a sound grasp of SD.
“In my opinion, sustainable development is that consumption and production have to go with environmental protection We need to think about the future Therefore, our children can develop.”
“As I understand, sustainable development is to think conclusively when we do something, so that it can develop more in the future but not only in the present.”
Students are increasingly aware of sustainable development (SD) events happening in their surroundings After observing these events, they are encouraged to express their opinions, reinforcing their support for sustainable development initiatives.
“I saw people litter indiscriminately on land However, that action makes it so difficult to build houses or buildings on that land due to subsidence.”
A river near my home is heavily polluted due to littering and industrial waste discharge This pollution significantly impacts the local community and the individuals responsible for the littering.
The findings align with Michalos et al (2015), highlighting that although all respondents should possess knowledge of sustainable development (SD), only 50% reported it being addressed in their courses Michalos et al (2015) explain that while students may gain substantial knowledge related to SD, the term "sustainable development" is often absent from the curriculum, leading to a lack of awareness among students that they are learning about SD and the Sustainable Development Goals (SDGs).
When asked about the sources of SD information, a multi-choice question was given to respondents According to the results, the sources of students’ awareness on SD are various
Figure 5.1 Sources of high school students’ awareness on SD
According to Figure 5.1, the mass media is the primary source of information on sustainable development (SD) for high school students, with 49% of respondents (n = 74) citing it as their main source This highlights the significant impact of the internet, which is recognized as a leading platform for disseminating news and information (Ahamad & Ariffin, 2018, p 5) In contrast, social media is less frequently cited, with 43% of respondents (65 individuals) indicating it as a source of information.
A survey revealed that 27% of respondents rely on formal school programs for their information sources, while 33 students indicated they obtain knowledge about sustainable development (SD) from social movements and events Additionally, all five interviewees noted that mass media is their primary source of information regarding SD.
“Although we learn about sustainable development in school, I prefer to explore it by myself through reading newspaper and practical experience”
Sustainable development is integrated into our school through extracurricular activities, including football teams and volunteer clubs While these initiatives are valuable, much of my understanding of sustainable development comes from mass media and social media sources.
Meanwhile, social networks have less influence on high school students’ awareness The number of the respondents getting SD information from their social
Discussion
3.2.1 High school students’ awareness on SD
High school students generally exhibit a positive awareness and sufficient knowledge regarding Sustainable Development (SD), with approximately 90% recognizing its definition In-depth interviews confirm that Education for Sustainable Development (ESD) is integrated into the curriculum, highlighting its importance in shaping students' attitudes and behaviors towards sustainability.
Behaviors towards SD of high school students across grade 10, 11, and 12 strongly disagree disagree neutral agree strongly agree do not know other opinion
High school students primarily rely on mass media and social media as key sources of information on sustainable development (SD) Additionally, they are encouraged to engage with and express their opinions on SD issues that arise in their daily lives.
To enhance the efficiency of Education for Sustainable Development (ESD) for high school students, it is essential to diversify and enrich teaching methods Additionally, given the significant influence of social media and mass media on students' awareness and knowledge, attitudes, and behaviors (KAB) regarding sustainability, it is crucial to focus on improving these channels and ensuring they provide relevant and appropriate content related to sustainable development.
3.2.2 High school students’ KAB towards SD a, Across the environmental, social, and economic dimensions of SD
The results show that most of high school students have positive KAB towards
SD More than 70% of the respondents reported to agree or strongly agree with SD
After analyzing both quantitative and qualitative data, the findings indicate that respondents demonstrated the greatest knowledge regarding the environmental dimension, while also exhibiting the most supportive attitudes and behaviors towards the social dimension of sustainable development.
The findings indicate that while there are prioritizations among the environmental, social, and economic dimensions of Education for Sustainable Development (ESD) in Vietnam, the differences are not significant, reflecting meaningful progress in ESD implementation One notable limitation has been the uneven distribution of ESD knowledge; however, this issue is gradually being addressed as high school students demonstrate a more balanced understanding of sustainability across all three dimensions, regardless of gender, school type, or academic level.
The study revealed that independent variables like gender, type of school, and academic level significantly impact high school students' knowledge, attitudes, and behaviors (KAB) towards sustainable development (SD) Overall, these factors contribute to notable differences in students' KAB regarding SD.
45 difference in the respondents’ level of confidence in giving opinion on SD across genders, types of school, and academic levels
Both male and female respondents expressed support for sustainable development (SD); however, male students demonstrated greater confidence and clarity in their knowledge, attitudes, and behaviors (KAB) towards SD compared to their female counterparts This indicates a notable gender difference in high school students' KAB regarding sustainable development.
Private school students demonstrate a clearer understanding and more positive attitudes towards sustainable development (SD) compared to their public school counterparts Specifically, 38% of students at Nguyen Binh Khiem strongly agree with their knowledge of SD, in contrast to only 15% at Van Coc Similarly, 41% of private school students express a strong agreement regarding their attitudes towards SD, compared to just 14% in public schools However, this increased awareness and positive attitude does not translate into significantly more proactive behaviors towards SD among private school students compared to those in public schools.
Higher-grade students (10th, 11th, and 12th) demonstrate a stronger understanding and positive attitudes towards sustainable development (SD) compared to their lower-grade peers This suggests that increased exposure to education for sustainable development (ESD) enhances students' confidence in their opinions on SD Consequently, ESD has shown to be effective in influencing high school students' knowledge and attitudes However, despite these improvements in understanding and attitudes, there has been no significant enhancement in students' behaviors towards sustainable development across academic levels.
In conclusion, this study indicates a significant improvement in the implementation of Education for Sustainable Development (ESD) in Vietnam compared to previous research The findings reveal that a majority of high school students possess a strong awareness of sustainable development (SD) and grasp its fundamental concepts.
High school students demonstrate a balanced understanding of sustainable development (SD), exhibiting positive knowledge, attitudes, and behaviors (KAB) across social, economic, and environmental dimensions Overall, the outcomes of education for sustainable development (ESD) indicate that most students possess a favorable perspective towards SD.
The increasing confidence of individuals in voicing their opinions is a positive indicator for the implementation of Education for Sustainable Development (ESD) in Vietnam This trend highlights the significant impact ESD has on enhancing high school students' knowledge and attitudes.
High school students in Vietnam exhibit varying knowledge and attitudes towards sustainable development (SD) due to their diverse academic backgrounds Despite some existing limitations, the implementation of education for sustainable development (ESD) in Vietnam has made significant strides in enhancing students' knowledge, attitudes, and behaviors (KAB) related to SD Consequently, Vietnam anticipates a more active and positive involvement from the younger generation in the pursuit of sustainable development goals.