INTRODUCTION
The concept of "greening" has gained significant traction in Southeast Asia since the United Nations adopted the Sustainable Development Goals (SDGs) in 2015 This green approach has influenced various sectors, including economic, social, and cultural development In education, Sustainable Development (SD) values have been incorporated into curricula across all educational levels, from early childhood to higher education, as education plays a crucial role in enhancing individuals' awareness and responsibilities regarding national and global issues Technical and Vocational Education and Training (TVET) is particularly vital for sustainable development, as it shapes a workforce equipped with the necessary awareness, knowledge, attitudes, and skills to support green economic growth Consequently, the initiative of "Greening TVET" has emerged to foster a sustainable future, especially in developing countries that are most affected by climate change.
Southeast Asian countries, including Brunei, Laos, Myanmar, and Indonesia, are experiencing significant challenges in Technical and Vocational Education and Training (TVET), particularly in the context of Greening TVET A critical shortage of TVET teachers, both in quantity and quality, has emerged due to low enrollment rates over the past decade This shortage hampers teachers' ability to gain essential field-work experience and pedagogical skills, making it difficult for them to integrate sustainable development values into their teaching Consequently, they struggle to impart this knowledge to students and to foster a high-quality, environmentally-conscious workforce Additionally, challenges in Greening TVET are often linked to teachers’ perceptions of sustainable development and their pedagogical capabilities.
Many TVET teachers associate sustainable development (SD) primarily with environmental and energy protection, as these topics align closely with the TVET curriculum However, the integration of SD into teaching practices is not a strong suit for these educators, indicating a need for improved pedagogical strategies in this area.
Vietnam is actively engaged in achieving the Sustainable Development Goals (SDGs), ranking second in the SDG Index according to the 2019 Sustainable Development Report, just behind Thailand The country is prioritizing several key issues among the 17 SDGs, focusing on social challenges such as poverty alleviation, health improvement, and gender equality, alongside economic growth and climate change mitigation The Vietnamese government has recognized the significance of Technical and Vocational Education and Training (TVET) in this context In line with the National Green Growth Strategy (VGGS) approved in 2012, the greening of TVET has emerged as a pivotal direction to ensure the development of a skilled workforce equipped with the necessary knowledge and attitudes to support sustainable growth.
Since 2016, Vietnam has actively advanced Greening Technical and Vocational Education and Training (TVET), addressing challenges common to developing nations This initiative serves as a valuable case study for improving Greening TVET practices in other developing countries, particularly in Southeast Asia.
This study utilizes a mixed-methods design to explore the awareness and perceptions of TVET teachers regarding sustainable development (SD) in Vietnam, a developing country dedicated to both SD and economic growth Additionally, it investigates the challenges faced by teachers in incorporating SD into their TVET instruction.
LITERATURE REVIEW
Development of TVET and Greening TVET
Education has been fundamental to human evolution since its inception, playing a vital role in the advancement of civilizations worldwide The continuous transmission of knowledge and skills across generations has shaped the history of human progress This development can be categorized into three significant milestones: the Agricultural Revolution, the Industrial Revolution, and the Information Revolution, each transforming society, including Technical and Vocational Education and Training (TVET) As history progressed, the significance of TVET has steadily increased, with France being one of the pioneers in establishing official TVET models through institutions like "École des ponts et chaussées" and "École Polytechnique."
Between 1791 and 1794, significant changes in vocational education emerged as new institutions replaced the traditional guild system that existed prior to the French Revolution These early forms of modern Technical and Vocational Education and Training (TVET) laid the groundwork for global advancements in the field Over the years, numerous contributions have refined and optimized the TVET framework, establishing it as a leading model for academic and practical training As a result, the TVET system has facilitated remarkable historical breakthroughs, accelerating progress at an unprecedented rate.
Humanity faces numerous persistent issues that are difficult to eliminate, categorized into economic, social, and environmental problems, which can undermine our achievements (Neubauer & Calame, 2018) Consequently, world leaders are tasked with finding solutions to these critical challenges Recognizing the significant potential of education to address these threats, leaders have leveraged it to shape public mindsets At the International Congress in Korea in 1999, Maclean and Wilson (2009) highlighted the UN's long-term goals, which included Education for All (EFA) and Education for Sustainable Development (ESD).
The evolution of Technical and Vocational Education and Training (TVET) has significantly transformed the global educational landscape, leading to an increased demand for skilled labor Today, job seekers are expected to possess a range of essential qualities that were once considered irrelevant, including language proficiency, ethical standards, teamwork abilities, and computer literacy.
In 2015, the United Nations consisting of leaders in the world adopted 17 goals of
SD model which were called SDGs as the framework until 2030 (Kioupi & Voulvoulis,
Since the establishment of the Sustainable Development Goals (SDGs), Education for Sustainable Development (ESD) has gained prominence worldwide as a crucial tool for achieving the 17 SDGs by 2030 ESD raises awareness of these goals, promotes a critical understanding of sustainability, and encourages action Technical and Vocational Education and Training (TVET) plays a vital role in instilling knowledge and attitudes about sustainability in future generations The International Centre for Technical and Vocational Education and Training (UNESCO-UNEVOC) emphasizes the concept of Greening TVET as essential for aligning TVET development with the SDGs They identify five key approaches to achieving sustainability in TVET: Greening the campus, curriculum, research, community and workplace, and institutional culture, with Greening the curriculum having the most direct impact on students Various countries, including India, Costa Rica, Nigeria, Canada, and Germany, have implemented Greening TVET initiatives, incorporating sustainability topics into curricula, organizing workshops on new technologies, and preparing students for green jobs, alongside conducting research and developing vocational education modules focused on sustainability.
The development of TVET in Vietnam
Vietnam's rich agricultural heritage has led to a strong tradition of vocational education, often passed down through family-run factories and traditional craft villages This age-old apprenticeship system has fostered a skilled workforce, ensuring the continuity of professional expertise across generations.
Vietnam's Technical and Vocational Education and Training (TVET) has significantly evolved to meet the demands of the labor force while preserving the cultural heritage of traditional craft villages Originating from informal training, TVET transitioned to a formal education system in the nineteenth century, influenced by the establishment of vocational schools by French colonists The first three vocational institutions—Saigon, Hue, and Hanoi Vocational Schools—were modeled after the French system However, during this period, the formal role of TVET within the broader education system remained ambiguous and often overlooked.
The Doi Moi Policy marked a significant turning point for Vietnam, transitioning the country towards a market-oriented economy that facilitated privatization (Bui, 2000) Following the lifting of the U.S embargo in 1995, Vietnam not only transformed its economic landscape but also its foreign policy (Vandemoortele & Bird, 2011) The nation evolved from an underdeveloped agricultural economy, where 90 percent of the population was engaged in agriculture, to a more diversified socio-economic structure that supports industrialization and sustainable development (Nguyen, 2017) By 2016, the workforce composition shifted dramatically, with less than 50 percent employed in agriculture, while over 24 percent worked in industry and more than 33 percent in services (Nguyen, 2017).
As Vietnam transitioned to a market-oriented economy, the Technical and Vocational Education and Training (TVET) system proved inadequate in equipping a substantial workforce with essential skills for the evolving economic landscape Consequently, the expertise and experience acquired through TVET programs became less relevant, leading businesses to invest time in retraining graduates (Ho & Reich, 2014) Despite 80 percent of the working population participating in the labor market, the number of qualified individuals remains insufficient.
1 In 1986, the Six Congress of the Communist Party of Vietnam approved Doi Moi Policy to transform the economic model to market-oriented economy (Tran & Heo, 2008) n
6 employees with applicable expertise and capability was limited Asian Development Bank
In 2020, it was highlighted that both foreign and domestic companies struggled to recruit skilled technical workers and management due to a lack of relevant knowledge and experience This challenge is further exacerbated by the poor quality and insufficiency of Technical and Vocational Education and Training (TVET), which has contributed to a notable decline in TVET enrollments The World Bank reported a significant drop in TVET enrollment, decreasing from 171,100 in 1985 to just 62,614 in 1995.
& Reich, 2014) The enrollment in colleges and higher education, on the other hand, grew rapidly, which resulted in a labor-force imbalance
To adapt to the changing labor force structure and national economic development needs, Technical and Vocational Education and Training (TVET) is essential in equipping the labor market with relevant skills for globalization Established in 2006, the Law on Vocational Training provides a framework for enhancing vocational training through improved participation, quality control, and governance Key focuses of the law include updating curricula, modernizing facilities, and supporting vulnerable populations while encouraging private sector involvement in vocational training This legislation has strengthened Vietnam's TVET system, allowing students to pursue both short-term and long-term vocational programs under the guidance of the Ministry of Education and Training (MOET) and the Ministry of Labor, Invalids, and Social Affairs (MoLISA) Students can enroll in vocational courses post-secondary school, gaining practical skills and expertise over one to four years to prepare them for the workforce.
7 on Vocational Training 2006, TVET system in Vietnam had a significant transformation
In 2008, the number of Technical and Vocational Education and Training (TVET) institutions was 37,760, which surged to over 50,000 by 2010, encompassing various types of vocational training centers and colleges This significant growth was primarily driven by government initiatives, while non-state actors played a crucial role in expanding vocational training centers (Hilal, 2013).
Despite the implementation of the Law on Vocational Training in 2006, the Vietnamese TVET system lacked practical characteristics and connections to the job market To address these issues, the updated Law on Vocational Education and Training was enacted on November 27, 2014, by the 13th National Assembly, aiming to enhance the quality of TVET in Vietnam and align it with regional and international standards This law, guided by the Directorate for Vocational Education and Training at MoLISA, not only focuses on the operation and quality of the TVET sector but also promotes the establishment of foreign-invested educational institutions Vietnam has garnered substantial support from international partners, including the governments of Korea and Germany, the Asian Development Bank, the French Development Agency, and the Japan International Cooperation Agency Notably, GIZ has partnered with the Vietnamese government on a long-term initiative called “Reform of TVET in Vietnam.”
Greening TVET in Vietnam
Vietnam is renowned for its rich and diverse forest and aquatic resources However, it faces challenges as a developing nation grappling with high demands for natural resources and the severe impacts of climate change The Earth Overshoot Day, calculated by the Global Footprint Network, signifies when humanity's demand on nature surpasses the planet's ability to regenerate In 2018, Vietnam was significantly affected by these environmental pressures.
Vietnam has faced significant challenges related to climate change, ranking among the top ten countries most affected from 1999 to 2018, according to the Global Climate Risk Index The country has seen a troubling trend of overconsumption of natural resources due to rapid industrialization and modernization Notably, Vietnam experienced over 220 extreme climate events during this period, leading to substantial annual economic losses.
285 deaths and more than $2 billion (Minh, 2019a)
In response to pressing economic and social challenges, Vietnam initiated a strategic plan for sustainable development (SD) by approving the Vietnam Green Growth Strategy (VGGS) for the decade from 2011 to 2020, with a vision extending to 2050 (Mertineit & Dang, 2016) The VGGS aims to create a balanced development path that fosters economic growth while enhancing social welfare To align with global sustainability trends, Vietnam has undergone a significant transformation in its growth model A critical barrier identified during this "greening" process is the shortage of a skilled workforce, prompting a focus on Technical and Vocational Education and Training (TVET) as a vital source of qualified labor for the green economy (Mertineit & Dang, 2016) The Decision No 1393/QĐ-TTg emphasizes the necessity of integrating sustainable development principles across all educational levels, particularly within TVET (Vietnam Government, 2012).
Since the approval of the Vietnam Green Growth Strategy (VGGS) in 2012, Vietnam has been actively establishing a framework for Greening Technical and Vocational Education and Training (TVET) with international support Numerous conferences and campaigns have been organized to enhance awareness among TVET teachers and students regarding sustainable development (SD) Notably, the "Eco-Lifestyle and Reducing Plastic Waste in Schools" campaign, conducted from December 2019 to May 2020 at Long An Vocational College and VCMI with GIZ assistance, focused on waste management, action plan development for waste reduction, and promoting eco-friendly lifestyles This initiative aimed to equip participants with essential environmental knowledge and skills, paving the way for green career opportunities in the future.
The Basic Module on Environmental Protection, Energy, and Resource Efficiency, developed by CoEs with GIZ support, was tested within VCMI since 2017 and launched as a compulsory subject in nearly 30 TVET schools in 2018 This module covers essential topics such as energy efficiency, waste management, and hazardous substance handling, focusing on practical skill development through field trips that illustrate the impact of behaviors Theoretical content is included only when necessary for clarity Its flexibility allows for seamless integration into vocational training programs across the nation.
Teachers towards Greening TVET and SD
TVET is considered as a key to achieve SD because TVET provides human resources that will directly work and deal with issues related to environments Moreover,
Sustainable Development (SD) encompasses three key criteria: economic, socio-cultural, and environmental development Technical and Vocational Education and Training (TVET) is crucial for shaping a nation's future (Paryono, 2017) However, integrating SD with TVET presents numerous challenges, as highlighted by Majumdar (2009).
Five significant obstacles to sustainable development (SD) in Technical and Vocational Education and Training (TVET) include misconceptions about the definition and scope of SD, as well as challenges related to pedagogical innovation Many TVET educators mistakenly equate SD solely with environmental concerns, overlooking its crucial connections to economic and socio-cultural development Additionally, there is a prevalent emphasis among teachers on imparting purely technical knowledge, rather than exploring effective pedagogical methods to enhance skill delivery.
Research indicates that teachers recognize the significance and benefits of sustainable development (SD), particularly for Technical and Vocational Education and Training (TVET) in Southeast Asia A study by Ramli, Rasul, and Affandi (2019) revealed that more than 85% of over 300 Malaysian teachers support the integration of green skills into their teaching methodologies Despite this positive outlook, there remains a deficiency in policy frameworks that provide TVET educators with opportunities to implement these essential skills effectively.
In Vietnam, there is a significant shortage of teachers equipped with the necessary training in sustainability issues, encompassing both technical skills and pedagogical experience (Mertineit & Dang, 2016) Limited research exists on teachers' perceptions of sustainable development (SD) and the challenges they encounter when integrating SD into Technical and Vocational Education and Training (TVET) This study aims to gather data that accurately reflects teachers' attitudes and experiences regarding SD.
RESEARCH DESIGN
Operationalization
Technical and Vocational Education and Training
TVET is “education, training and skills development relating to a wide range of occupational fields, production, services and livelihoods (UNESCO, 2015)”
Sustainable development (SD), as defined in the 1987 report "Our Common Future" by the World Commission on Environment and Development, emphasizes the importance of meeting current needs without jeopardizing the ability of future generations to satisfy their own needs.
In 2015, the United Nations established the Sustainable Development Goals (SDGs), also referred to as the Global Goals, to address global challenges such as poverty eradication, environmental preservation, and ensuring peace and prosperity for all by 2030 The 17 interconnected SDGs highlight the importance of recognizing that actions in one area can influence outcomes in others, emphasizing the need for a balanced approach to social, economic, and environmental sustainability.
Climate change, environmental destruction, biodiversity loss, poverty, and inequality are interconnected global challenges that education for sustainable development (ESD) addresses by providing learners of all ages with essential knowledge, skills, values, and attitudes It is crucial for students to be equipped to tackle current and future issues, emphasizing the need for transformative education.
12 enabling us to make valid decisions and take individual and communal action to improve our society and protect the environment (UNESCO, 2020b)
“Greening TVET is a continuing process of adapting knowledge and practices with the aim of aligning them with the overall concept of sustainability (UNESCO-UNEVOC, 2017)”.
Theoretical framework
Perception is a psychological concept defined by various scholars, referring to how individuals interpret and understand their sensory experiences (Graham, 1869) According to Pickens (2005), perception involves the process through which organisms organize sensations to create meaningful experiences A person interprets stimuli based on past experiences, which can lead to significant differences between perception and reality (Pickens, 2005) Additionally, perceptions, along with attitudes and views, represent qualitative characteristics that can be quantified, although measuring non-quantifiable aspects remains a challenge (Joshi et al., 2015).
The need for quantifying subjective experiences arises from the desire to transform personal perceptions into objective realities Walberg (1977) suggested that an individual's perceptions can be effectively measured by calculating agreement indexes with relevant statements about the studied phenomenon Consequently, there have been numerous efforts to develop psychometric techniques as valid tools for quantifying qualitative data, particularly human perceptions, as highlighted by Joshi et al.
In 2015, a flexible approach emerged for measuring theoretical constructs, allowing researchers to operationalize abstract ideas and experiences into specific assertions or items tailored to the study's objectives.
The Likert scale, developed in 1932, provides a flexible and validated method for measuring attitudes in social science and educational research It effectively quantifies subjective preferences, thoughts, feelings, and actions through a psychometric response scale that offers five levels of agreement: (1) Strongly disagree; (2) Disagree; (3) Neither agree nor disagree; (4) Agree; (5) Strongly agree This research employs a 5-Point Likert scale to assess teachers' perceptions of sustainable development (SD) within Technical and Vocational Education and Training (TVET), as outlined by Preedy and Walson (2010).
Figure 3.1 5-Point Likert scale illustration created by the author
Conceptual framework
A conceptual framework is an interconnected network of concepts that provides a comprehensive understanding of phenomena, where each concept plays a crucial role (Jabareen, 2009) This research investigates the trend of Greening TVET in developing countries, highlighting the growing popularity of the "green" initiative The study focuses on teachers, who are pivotal in receiving and disseminating new knowledge to students, acting as key agents in the implementation and experience of Greening the curriculum and training.
This research explores the most effective strategies for Greening Technical and Vocational Education and Training (TVET) by examining teachers' perspectives through a modified model of Taylor & Creech (2012) It focuses on teachers' awareness and perceptions of sustainable development (SD) and the challenges they face in integrating SD into their teaching practices These insights contribute to a broader understanding of how to enhance Greening TVET via curriculum and training approaches, as illustrated in the detailed conceptual framework (Figure 3.2).
Research objectives and significant of the study
Vietnam stands out among ASEAN countries for its early and strong commitment to the Sustainable Development Goals (SDGs), aiming to balance national economic growth with sustainable development (Quang, 2019) Since the educational policy reforms in 2006, Vietnam has garnered significant international support to enhance Greening Technical and Vocational Education and Training (TVET) (Australian Education International, 2012) This study on Greening TVET in Vietnam is intended to provide valuable insights for other developing nations facing similar challenges The research will explore the awareness of TVET teachers in Vietnam regarding sustainable development and their perceptions of its integration within TVET, as well as the challenges they encounter.
15 integrating SD into teaching are explored through the case study of VCMI as the pioneer on Greening TVET in Vietnam.
Research questions
In accordance with the research objectives, detailed research questions are as follows
1 What are TVET teachers’ awareness and perception on SD within TVET?
1.1 What is TVET teachers’ awareness on SD?
1.2 What is TVET teachers’ perception on social, economic and environmental dimensions of SD within TVET?
2 What are challenges for TVET teachers in integrating SD in teaching?
2.1 What are challenges for TVET teachers in integrating SD in teaching at school level?
2.2 What are challenges for TVET teachers in integrating SD in teaching at individual level?
Analytical framework
The analytical framework for this research focuses on three key areas: teachers' awareness of Sustainable Development Goals (SDGs), their perceptions of sustainability within Technical and Vocational Education and Training (TVET), and the challenges faced in integrating sustainability into teaching As outlined in Table 3.1, the framework draws on Taylor & Creech (2012), which assessed teachers' awareness of Education for Sustainable Development (ESD) through targeted questions, such as familiarity with ESD concepts and training received for incorporating ESD into the curriculum This framework categorizes teachers' awareness into two main aspects: the level of awareness, indicated by the number of SDGs teachers can identify, and the sources from which this awareness is derived.
Table 3.1 Analytical framework created by the author
Level of awareness Number of SDGs with clarified themes
Sources of the awareness Training courses, news and media
Social dimension Quality education Economic dimension Decent work and economic growth
Difficulties related to school’s policy and management
Difficulties related to students Individual level Difficulties related to teachers
UNESCO-UNEVOC (2017) highlighted the connection between Technical and Vocational Education and Training (TVET) and the Sustainable Development Goals (SDGs) through four key goals that encompass environmental, economic, and social dimensions: SDG 4 (Quality Education), SDG 6 (Clean Water and Sanitation), SDG 8 (Decent Work and Economic Growth), and SDG 13 (Climate Action) Each of these goals includes specific targets related to TVET, as detailed in Table 3.2 To analyze teachers' perceptions of sustainability within TVET, three SDGs—SDG 4, SDG 8, and SDG 13—were selected to represent each dimension of sustainable development The relevant targets from these goals inform the analytical framework and survey questions.
Table 3.2 Illustrated based on TVET in the UN Sustainable Development Goals, Part of the 2030 Agenda for Sustainable Development Source: UNESCO-UNEVOC, 2017, p 27
Equal access for all women and men to affordable and quality TVET, including university
Increase the number of youth and adults who have the relevant skills, including technical and vocational skills for employment, decent jobs and entrepreneurship
To achieve gender equality in education, it is essential to eliminate disparities and guarantee equal access to all educational levels and vocational training for vulnerable groups, including individuals with disabilities, indigenous peoples, and children in precarious situations.
All learners gain essential knowledge and skills to foster sustainable development through education that emphasizes sustainable practices, human rights, gender equality, and the promotion of peace and nonviolence This education also encourages global citizenship and an appreciation for cultural diversity, highlighting the role of culture in achieving sustainable development.
Improve water quality by reducing pollution, eliminating dumping and minimizing release of hazardous
Increase water- use efficiency across all sectors and ensure sustainable withdrawals and supply of freshwater n
Decent work and economic growth
Reduce the proportion of youth not in employment, education or training
Implement policies to promote sustainable tourism that creates jobs and promotes local culture and products
Improve education, awareness- raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning
This research builds on the model and findings from Taylor & Creech (2012) regarding the integration of Sustainable Development (SD) into Technical and Vocational Education and Training (TVET) in Manitoba, Canada Their study identified significant barriers to advancing Education for Sustainable Development (ESD) in TVET, as reported by school administrators and teachers Key challenges highlighted by administrators included insufficient professional education and training, high teacher workloads, lack of resources for effective ESD implementation, and limited financial and time support Teachers noted a low level of student engagement with SD, with half of the surveyed educators indicating that only a few students actively participated in discussions about sustainability.
A study revealed that nearly 40 percent of participants indicated that students rarely inquire about environmental, economic, or social issues in class (Taylor & Creech, 2012) Additionally, the findings highlighted a lack of sufficient knowledge among teachers regarding sustainable development (SD) and effective methods for imparting this knowledge to students Consequently, this paper presents an analytical framework addressing the challenges of integrating SD into education, categorized into two levels: the school level, which encompasses policies and management, and the individual level, focusing on teachers.
Expected findings
Majumdar (2009) highlighted that many teachers lack a comprehensive understanding of Education for Sustainable Development (ESD) within Technical and Vocational Education and Training (TVET) Additionally, a study in Canada revealed that nearly 90% of students exhibited a lack of interest in sustainability issues (Taylor & Creech, 2012) A literature review on Greening TVET indicates anticipated findings that align with these research questions regarding the role of TVET teachers in promoting sustainable development.
1 TVET teachers have high awareness and supportive perception on environmental dimension of SD
2 The major challenge on integrating SD in class for TVET teachers is lack of interest and response from students on the SD issues n
METHODOLOGY
Case selection
Vietnam, as a developing country in Southeast Asia, is addressing significant challenges in its Technical and Vocational Education and Training (TVET) sector Since 2006, GIZ has played a crucial role in this transformation through its "Reform of TVET in Vietnam" program, aimed at enhancing the quality of TVET to align with the goals of a sustainable green economy A key initiative within this program is the establishment of Competence Centers (CoEs), which are specialized institutes that offer high-quality training in selected occupations, meeting international standards The Vocational College of Machinery and Irrigation (VCMI) is being guided on its development into a competence center focused on green vocational training.
Established in 1976 following Vietnam's reunification, VCMI has played a crucial role in training technical labor resources to support the agricultural technical revolution and the country's post-war reconstruction Over its 40+ years of operation, VCMI has significantly contributed to Vietnam's industrialization and modernization Recently, the institution has partnered with international organizations to achieve global educational standards, offering high-quality human resources across the nation VCMI offers seven main majors, including Information Technology, Mechanical Engineering, Machinery Engineering, Electrical-Electronic Engineering, Driving Training, Basic Sciences, and Economics, supported by a dedicated team of over 110 teachers Recognized as the first Centre of Excellence for Green TVET, VCMI has integrated a compulsory course on Environmental Protection, Energy, and Resource Efficiency into its curriculum since 2017.
21 before their graduation The Basic Module is expected to be a sample for Greening curriculum within vocational colleges in Vietnam as well as Southeast Asia TVET network
Case studies are essential for identifying practical strategies to address complex real-world challenges (White et al., 2013) The VCMI serves as a significant example of Green TVET development in emerging countries committed to sustainable development (SD) Teachers play a crucial role in transferring green knowledge and skills to students, who represent the future workforce in developing nations This case study aims to explore teachers' understanding and perceptions of sustainable development while highlighting the challenges they face in integrating sustainability into TVET programs and the greening process of TVET.
Mixed-methods design
Mixed methods research is particularly effective for complex social science topics, as it combines both qualitative and quantitative approaches to provide a more comprehensive understanding of research issues (Cresswell, 2009) This study utilized a sequential explanatory mixed methods design consisting of two phases: first, surveys were conducted to assess TVET teachers' perceptions of sustainable development (SD) and the challenges they face in integrating SD values into their teaching; second, in-depth interviews were carried out to offer detailed explanations of the quantitative findings The primary goal of this design is to connect quantitative results with qualitative insights (Cresswell, 2018), and its structured phases make it relatively straightforward to implement However, a notable drawback of mixed methods research is the extended time required for data collection across the two stages (Cresswell, 2009).
Survey
The online survey, conducted in Vietnamese to accommodate TVET teachers' varying English proficiency due to Covid-19, aimed to gather data on teachers' perceptions of sustainable development (SD) and the challenges they face in integrating it into their teaching Utilizing multiple-choice and Likert-type scale questions, the survey effectively measured self-reported attitudes and perceptions Likert-type scales are a popular, cost-effective research tool that enables straightforward and uniform data collection.
In 2017, a survey was conducted to assess participants' characteristics, their perceptions of the Sustainable Development Goals (SDGs), and the challenges they face in integrating sustainability into Technical and Vocational Education and Training (TVET) The survey was distributed online via Google Forms, leveraging the convenience and time efficiency of online survey methods (Jansen, Corley, & Jansen, 2006) It was circulated to all teachers at VCMI.
Out of 112 teachers at VCMI, 60 participated in the survey, with 59 valid responses after one teacher opted out The gender distribution among respondents was nearly equal, with 51% male and 49% female teachers Participants' ages ranged from 24 to 57 years, with an average age of 36.5 years The most represented age groups were those between 41 to 43 years, as well as 35 and 38 years old.
Figure 4.1 Ages of the participants in surveys
VCMI comprises seven faculties along with various departments and offices The Faculty of Information Technology and the Faculty of Basic Science each accounted for 22% of the survey responses, while the Faculty of Mechanical Engineering and the Faculty of Machinery Engineering contributed 14% each Additionally, responses were received from the Faculty of Electric-Electronic Engineering, the Faculty of Economics, and other departments, including Training and Administration Notably, there were no responses from the Faculty of Driving Training due to a lack of connection with that faculty Detailed participant information is illustrated in Figure 4.2.
Faculty of Information Technology Faculty of Mechanic Engineering Faculty of Machinery Engineering Faculty of Electric – Electronic Engineering Faculty of Driving Training
Faculty of Basic Sciences Faculty of Economics Other n
The survey yielded valid results from 59 participants, highlighting the strength of online surveys, as noted by Evans & Mathur (2005), which can be structured to ensure respondents answer each question before proceeding, minimizing item non-response and eliminating the need to discard incorrect submissions The collected data was coded and compiled into an Excel dataset, as detailed in Appendix 5, and analyzed using descriptive analysis methods to derive preliminary findings.
Interview
In this study, interviews were conducted following the collection and analysis of survey data, adhering to the sequential explanatory mixed methods approach (Cresswell, 2009) The purposive snowball sampling method was utilized, allowing the researcher to directly engage selected teachers at VCMI for interviews, rather than distributing surveys broadly However, this approach presents additional validity challenges, as not all options for analyzing the quantitative data were thoroughly examined, potentially affecting the overall accuracy of the findings (Cresswell, 2018) To enhance the reliability of the results, the researcher intentionally included diverse groups of teachers regarding the issue of sustainable development (SD) in VCMI Interviewees were categorized into two groups: the first comprised core teachers specifically trained in SD who contributed to the development of the Basic Module on Environmental Protection, Energy, and Resource Efficiency, while the second group included teachers not involved in this module's development.
Due to the pandemic, this research will utilize online interview methods, which can produce data that is equally valid and comprehensive as traditional face-to-face interviews.
When in-person interviews are not feasible, researchers should prioritize online interviews for their flexibility (Deakin & Wakefield, 2014) Ethical considerations regarding recording were strictly adhered to, with all participants informed and granting permission for voice recording at the start of each session Utilizing a semi-structured interview guide, the interviews were conducted in Vietnamese to align with participants' backgrounds, allowing for more spontaneous responses This format enables researchers to compare answers effectively and analyze data systematically (Aurini, Heath, & Howells, 2016) The interviews were structured into three main sections to gain a comprehensive understanding of teachers' perceptions of sustainable development (SD), their application of SD in teaching, and the challenges faced in this process.
There were 11 interviews conducted with two groups of teachers: 6 teachers from the first group and 5 teachers from the second group as mentioned above Meanwhile, in
In a study involving 11 teachers, only 3 participants were female, highlighting a predominance of male educators The interviewees represented a diverse range of faculties and departments, with an equal distribution among them Specifically, there were 3 participants from the Training department, and 2 each from the Faculty of Information Technology, Faculty of Electric-Electronic, and Faculty of Basic Science Additionally, one interview was conducted with a teacher from the Faculty of Machinery Engineering and another from the Faculty of Economics.
The interview records were transcribed and coded for analysis, with each interviewee assigned a unique ID number The transcripts, created in Vietnamese, were analyzed using qualitative thematic analysis to identify key categories and sub-categories This analysis framework allowed the researcher to connect these categories and uncover overarching themes that directly addressed the research questions (Liamputtg, 2009) Additionally, valuable spontaneous ideas were extracted from the semi-structured interviews, enriching the discussion of findings.
26 qualitative results helped explain and understand more comprehensively the quantitative results Based on the data analysis, the research questions could be answered in more detailed and concrete.
Merging quantitative and qualitative data
Before integrating quantitative and qualitative data, it is essential to analyze each dataset using appropriate methods (Vogl, 2019) Following this analysis, the two data types were intentionally merged to enhance understanding This research utilized interview interpretations to elucidate and discuss survey results, where qualitative statements from interviews served to support or enrich the findings of the statistical analysis (Vogl).
In a sequential explanatory mixed methods design, survey results were analyzed prior to conducting interviews to gain insights into integrating sustainable development (SD) into Technical and Vocational Education and Training (TVET) at VCMI Interviewees shared their experiences and identified key challenges in this integration process The qualitative data obtained provided a deeper understanding of these challenges, allowing for an exploration of their sources and related issues in the findings.
This research primarily utilized qualitative data to enhance the understanding of quantitative results The qualitative findings addressed the limitations of closed-ended questions, providing a more comprehensive and robust analysis of the research outcomes.
Limitations
Establishing validity is a notable limitation of case studies compared to other research methods (Gerring, 2017) Case studies often struggle with generalization due to their small sample sizes and unique characteristics However, challenges in external validity are not exclusive to case studies; experimental studies also face issues with generalizability, often stemming from non-random sampling methods (Muller, 2015) Consequently, the primary aim of a case study is not necessarily to generalize findings from a small, distinctive population.
The case study involving 112 teachers at VCMI highlights the challenges of overgeneralizing research findings, as noted by Gerring (2017) While the sample size may be limited, VCMI serves as a significant example of Greening TVET in Vietnam, a typical developing country in Southeast Asia As a pioneer in this field, VCMI is well-supported by government resources, making it a standout vocational school in the region The unique features of VCMI's approach to TVET renovation resonate with trends observed in other developing countries, suggesting that despite its small sample size, the insights gained from this case study can contribute meaningfully to the advancement of Greening TVET in similar contexts.
FINDINGS AND DISCUSSION
Awareness and perception of teachers towards SD
In 59 people who responded to the survey, there are 50 teachers equally to 85 percent being aware of SDGs, which is the specific targets for SD The 15 percent of teachers who do not have any awareness of SD is excluded in the following parts of the survey The level of awareness is quite diversified Referring Figure 5.1 below, among 50 teachers who chose
A recent survey revealed that 32 percent of respondents can recall the content of 14 to 17 Sustainable Development Goals (SDGs), indicating a high level of awareness Additionally, 24 percent are familiar with the themes of 6 to 9 goals, while a smaller percentage of teachers can identify the topics related to 0 to 5 goals.
In a recent analysis, it was found that 22 percent of participants scored between 10 to 13 goals, while teachers with a strong awareness of Sustainable Development (SD) targets achieved the highest percentage at 32 percent Despite this, nearly three-quarters of teachers expressed a lack of confidence in their ability to adequately expand on SD content and related issues.
Figure 5.1 Teachers’ level of awareness
Teachers involved in the interviews demonstrate a comprehensive understanding of sustainable development (SD), recognizing not only environmental issues but also social dimensions They are particularly knowledgeable about key social targets, including gender equality, poverty reduction, and the provision of quality education and healthcare services.
Interviewees highlighted key global issues such as promoting peace, building institutions for peace, and fostering international cooperation, aligning with Sustainable Development Goal (SDG) 16, which focuses on peace, justice, and strong institutions Additionally, all interviewees emphasized sustainable economic development as a crucial target within the economic dimension of sustainability Specific goals mentioned by interviewees included industrialization, infrastructure improvement, circular economic development, reducing unemployment, and equitable labor resource allocation This indicates that teachers at VCMI possess a comprehensive understanding of sustainable development, extending beyond basic concepts to encompass broader national and global development issues.
A survey conducted among teachers revealed that 33 educators utilize the Internet and media to learn about the Sustainable Development Goals (SDGs), while 22 teachers gain knowledge through pre-teaching training programs and 19 through training during their teaching practice Additionally, three teachers noted "Other" sources, specifically mentioning GIZ's activities and conferences at VCMI as valuable resources for SDG information These findings indicate that the majority of teachers actively seek out information on SDGs, a trend likely influenced by the introduction of the "Basic Module on Environmental Protection, Energy and Resource Efficiency" at VCMI.
2017 As the explanation of interviewee ID 11:
At VCMI, all teachers are required to engage in teaching a subject focused on sustainable development (SD), regardless of their specific faculties or majors This requirement provides them with the opportunity to deepen their understanding of environmental protection and energy consumption Teachers lacking familiarity with these topics must seek additional information on SD issues to deliver effective lectures.
Figure 5.2 Sources of information on SD for teachers
To assess teachers' perceptions of sustainable development (SD) within Technical and Vocational Education and Training (TVET) at VCMI, a questionnaire was created that categorizes SD into three dimensions: social, economic, and environmental The results, illustrated in Figure 5.3, focus on the social dimension, featuring three Likert-scale questions that allow teachers to share their views on social issues relevant to TVET Key statements include the belief that "Women should have more opportunities to access TVET programs" and the necessity for "TVET students to be educated on human rights, gender equality, cultural diversity, and world peace." Approximately 80 percent of teachers demonstrated a strong perception of the social dimension of SD in TVET, with 30 percent expressing total agreement.
46 to 52 percent agree with the target of SD on TVET
Figure 5.3 Teacher’s perception on social dimension of SD
Other Pre-teaching training programs
Training programs while engaged in teaching
Information sources on the Internet or in the media
Totally disagree Disagree Neutral Agree Totally agree n
Regarding economic dimension, teacher’s viewpoints on economic issues such as
TVET programs play a significant role in decreasing youth unemployment, as indicated by teachers' strong agreement on this issue However, when it comes to promoting local culture and products, the perception among teachers at VCMI is less favorable, primarily because the training programs offered are not closely aligned with local products Consequently, this results in a lower perception of the impact of TVET on local culture compared to other areas.
20 percent of teachers totally agree with the idea of TVET can boost the local culture and products
Figure 5.4 Teacher’s perception on economic dimension of SD
It is obvious that teachers in VCMI had good perception on environmental aspect of
The integration of environmental issues into training programs is essential for sustainable development (SD) According to Figure 5.5, approximately 80 percent of teachers believe that Technical and Vocational Education and Training (TVET) programs play a crucial role in enhancing students' awareness of climate change mitigation and adaptation strategies.
Figure 5.5 Teacher’s perception on environmental dimension of SD
Totally disagree Disagree Neutral Agree Totally agree
Totally disagree Disagree Neutral Agree Totally agree n
Most teachers at VCMI have a strong awareness of sustainable development (SD) and hold diverse perspectives on its various dimensions The low percentage of teachers selecting "Neutral" indicates that they possess clear views on SD issues Nevertheless, approximately 20% of teachers still lack a proper understanding of SD overall.
A recent survey revealed that 82% of teachers believe social and economic dimensions of sustainable development (SD) should be integrated into technical and vocational education and training (TVET) All interviewed teachers expressed their support for this integration, citing two main reasons: the pursuit of comprehensive education and the need to cultivate a labor force that is highly aware of sustainable development principles As noted by interviewee ID 05, these factors are crucial for fostering a responsible and informed generation.
Integrating sustainable development (SD) elements into training programs is essential for preparing students for the workforce As graduates, they will encounter critical issues such as energy conservation and environmental protection By equipping students with SD knowledge from an early age, we can help them transform their understanding into meaningful action.
Additionally, interview ID 11 explained the reason why SD should be integrated into teaching programs by the in-dept understanding on SD’s inter-linkage
Sustainable Development (SD) issues arise from the interconnectedness of economic, social, and environmental factors Therefore, it is essential to incorporate all these aspects into the curriculum, enabling students to gain a holistic understanding of sustainable development.
A study by Ramli, Rasul, & Affandi (2019) found that approximately 85% of over 300 teachers in Malaysia support the integration of Sustainable Development (SD) in education Similarly, a rate of 82% was observed in the VCMI, indicating a strong alignment with the broader perception of SD within Technical and Vocational Education and Training (TVET) in Southeast Asia These findings highlight the significance of VCMI's results in advancing the Greening TVET initiative in the region.
Implementation of SD in teaching
Most teachers aware of Sustainable Development (SD) have incorporated it into their teaching, as shown in Figure 5.6, with only 8% not implementing it in their lectures The VCMI program has provided opportunities for teachers to deepen their understanding of SD and to practice teaching these concepts in the Basic Module on Environmental Protection, Energy, and Resource Efficiency However, the integration of SD knowledge in lectures is often constrained by time limitations.
Figure 5.6 Integration of SD into teaching process
5.2.1 The Basic Module on Environmental Protection, Energy and Resource Efficiency
Since its implementation in 2017, the Basic Module on Environmental Protection, Energy, and Resource Efficiency has become a mandatory subject for all students at VCMI, requiring participation from faculty across various disciplines This initiative offers a valuable opportunity for both teachers and students to deepen their understanding of sustainable development (SD) The module combines theoretical knowledge with practical application, utilizing innovative teaching methods to enhance learning Students gain essential skills alongside their academic education, preparing them for future careers.
In the Basic Module, we move away from traditional teaching methods by assigning students a project that they can plan and execute effectively This approach allows us to seamlessly integrate project-based learning into our teaching on sustainable development (SD).
VCMI's strategic location near the industrial zone enables teachers to collaborate with local businesses, providing students with valuable opportunities for practical experience Students engage in site visits to factories and actively participate in the work processes, reinforcing their learning The Basic Module emphasizes essential knowledge in environmental protection and resource efficiency, which students are required to apply during these practical sessions, as highlighted by the interviewee's experience.
ID 08 “In each practice session, I also ask students to save resources and energy when practicing in the workshop”
The Basic Module consists of just 36 sessions, a brief duration compared to other subjects, yet it has successfully engaged students and heightened their awareness of environmental protection and energy conservation Following the training sessions, a noticeable improvement in student activities was observed, as highlighted by Interviewee ID 07, who shared insights on the positive impact of the Basic Module's practical training at VCMI.
In April, our school participated in GIZ training focused on reducing plastic waste and promoting a green lifestyle Over three weeks, students engaged in hands-on activities related to the training, which transformed their awareness of environmental issues As a result, students began to dispose of their garbage responsibly and opted for reusable water bottles Their enthusiasm for sustainability led them to express a desire for more training sessions in the future.
To enhance student engagement, it's essential to incorporate practical activities alongside theoretical learning Many teachers interviewed noted that the Basic Module program at VCMI gained popularity among students due to its effective integration of theory and practice.
The Basic Module on Environmental Protection, Energy, and Resource Efficiency course equips students with specialized knowledge and skills, while most teachers effectively integrate sustainable development (SD) elements into their regular lectures This approach ensures that students not only learn core concepts but also understand the importance of sustainability in various contexts.
Incorporating sustainable development (SD) into the classroom, Interviewee ID 07 emphasizes the importance of educating students about essential practices like conserving electricity and water, as well as proper waste disposal, while also encouraging female participation in activities alongside their male peers Similarly, Interviewee ID 10 promotes classroom engagement by dedicating 5 to 10 minutes after lessons for students to clean and organize, ensuring trash is sorted correctly and electricity is turned off Additionally, Interviewee ID 09 contributes to these efforts by integrating sustainability into daily classroom routines.
I integrated sustainable development (SD) principles into my personal lessons by utilizing discarded objects to illustrate historical concepts I encouraged my students to creatively use and repurpose waste materials for their homework, fostering both environmental awareness and resourcefulness in their learning process.
The VCMI community actively promotes sustainable development (SD) through various initiatives, as highlighted by Interviewee ID 04, who emphasized the importance of regularly reminding students about reducing plastic waste and environmental protection Additionally, Interview 02 noted that the school promotes gender equality by ensuring no distinction is made between male and female students when evaluating benefits or scholarships This demonstrates that VCMI teachers are not only developing a specialized module focused on environmental sustainability but are also fostering an inclusive environment that allows students to apply their knowledge from the Basic Module effectively.
While teachers may only briefly mention sustainable development (SD) elements outside the Basic Module, this limited integration results in minimal student exposure and hampers effective promotion To address this, a new course module was established at VCMI and expanded to other TVET colleges and schools in Vietnam Feedback from teachers indicates that implementing the Basic Module has significantly improved students' awareness and attitudes As it becomes a mandatory component of the curriculum, it is expected to gradually reshape students' perceptions of sustainability.
Challenges in integrating SD into teaching
According to Figure 5.7, 76 percent of teachers report difficulties in integrating sustainable development (SD) into their teaching practices Consequently, the subsequent analysis excludes the 24 percent of teachers, or 12 individuals, who do not encounter challenges in this area.
Figure 5.7 Challenges in integrating SD into TVET teaching process
The challenges of implementing sustainable development (SD) in education can be categorized into two main levels: school-level issues related to policy and management, and individual-level obstacles faced by students and teachers Key challenges identified include a lack of teaching equipment for integrating SD and students' limited awareness of sustainability concepts Furthermore, many teachers express a lack of confidence in their specialized knowledge and skills necessary for effectively incorporating SD into their teaching practices.
Figure 5.8 Challenges in integrating SD into teaching at school level and individual level
5.3.1 Challenges from school’s policy and management
Interviewees reported minimal challenges from school policy and management, noting that "The VCMI is very focused on Greening TVET," which aligns with the college's development goals However, financial constraints hinder the college's ability to equip infrastructure for teaching sustainable development (SD) and to provide extensive teacher training, as highlighted by interviewees ID 05 and ID 06 This issue is not unique to TVET institutions; many schools struggle with limited financial resources, which impede the integration of Education for Sustainable Development (ESD) into their curricula Consequently, inadequate funding and experience present significant barriers to achieving ESD objectives within the school curriculum, resulting in insufficient infrastructure to support ESD skills in teaching and learning (UNESCO, 2020c).
Moreover, several teachers also claimed that they do not have much time to integrate
The integration of SD into lectures is influenced by both departmental regulations and the school's overarching policies As noted by interviewee ID 04, the challenges posed by the time constraints of the previous curriculum significantly impact this process.
On social and economic related content, it has not been included in the specific curriculum, so I can only prepare my own topics, but when I implement those topics,
I need to get approve from leaders and arrange time in accordance with the students' regular schedule, which is also a common difficulty
The discussion on effectively incorporating sustainable development (SD) into education continues, highlighting that separate SD courses may be more beneficial than integrating these elements into an already overloaded curriculum The traditional education system presents barriers that hinder the effective inclusion of SD values, suggesting that a new approach is necessary to reform curriculum, pedagogy, and policy for education for sustainable development (ESD) (Venkataraman, 2009) Therefore, it is essential to revise the Technical and Vocational Education and Training (TVET) curriculum to create space for dedicated SD classes and activities within regular lectures Innovating and designing a "Greening TVET" approach is crucial, ensuring that students acquire both theoretical knowledge and practical skills related to sustainable development.
All teachers involved in the interviews indicated that fostering students' awareness and positive attitudes is the primary challenge in integrating sustainable development (SD) into their teaching practices Interviewee ID 03 provided insights into students' perspectives on SD, highlighting the need for greater engagement and understanding among learners.
Many students overlook the significance of Sustainable Development (SD) content, perceiving it as distant and unrelated to their lives This lack of engagement highlights the need for increased awareness and attention to SD topics, ensuring students recognize their relevance and importance.
Despite the Basic Module being implemented in VCMI for nearly four years, the improvement in students' performance regarding sustainable development (SD) issues has not met expectations While students express enthusiasm for participating in the Basic Module, only 50-60% demonstrate genuine concern and take actionable steps, according to an interviewee.
04 A few students are seen as having a low sense of responsibility to the community
Students show a notable lack of concern regarding sustainable development (SD) for several reasons One significant factor identified by teachers is the young age of the students, as highlighted by Interviewee ID 06.
“College students have higher awareness on SD issues than upper-secondary students in n
VCMI” Secondly, interviewee ID 01 and ID 03 pointed out source of students as the cause for low awareness and attention on SD The interview ID 01 revealed:
Vocational school students often lack the awareness and initiative seen in university students, resulting in lower academic performance Many view university as the primary goal, relegating vocational education to a backup option Consequently, this perception impacts the overall quality of students in vocational schools, making it challenging for them to engage with and implement Sustainable Development (SD) targets effectively.
Currently, the primary method for evaluating students involves analyzing their previous academic records to set comprehensive targets Transitioning to an entrance exam in the future could potentially enhance the quality of incoming students.
Another important factor which came up with during the discussion is the family background and living environment of the students Interviewee ID 02 mentioned:
Students with a strong awareness of sustainable development, often gained through experiences in supportive environments with family and friends, tend to have quicker access to knowledge and practical applications in this field compared to their peers.
Implementing Education for Sustainable Development (ESD) faces challenges, particularly in aligning home practices with school teachings When students learn about recycling in school but encounter resistance from parents who do not adopt similar habits at home, it creates confusion for children about sustainable development principles (UNESCO, 2020c).
To effectively address these challenges, it is essential to enhance student awareness through the influence of external factors, including parents, friends, schools, and extracurricular activities Introducing sustainable development (SD) concepts early in a child's education will establish a strong foundation for deeper understanding Integrating Education for Sustainable Development (ESD) into Early Childhood Education (ECE) is crucial for fostering this awareness.
Teachers play a crucial role in guiding children's understanding of Education for Sustainable Development (ESD) by highlighting essential concepts, such as the interconnectedness of natural cycles, lifestyles, and society (Samuelsson, 2011) In the VCMI community, educators are enhancing their skills to better comprehend their students and identify effective pedagogical methods for sustainable development.
