INTRODUCTION
Background
The connection between education and sustainable development (SD) has been recognized for decades, with the Brundtland Report of 1987 emphasizing the vital role of educators in driving necessary social changes Agenda 21, established following the 1992 United Nations Conference on Environment and Development, reinforced this notion by asserting that education is crucial for fostering sustainable development, enhancing individuals' abilities to tackle environmental and developmental challenges, and promoting the values, skills, and behaviors essential for effective public participation in decision-making processes.
Professional education must undergo a significant transformation in the next decade to address the growing environmental, social, and economic challenges Despite recognizing the need for curriculum renewal to implement Education for Sustainable Development (ESD) for over thirty years, progress has been slow and often limited to isolated cases rather than widespread change across all sectors.
Incorporating Education for Sustainable Development (ESD) into post-secondary education is crucial for equipping future leaders to tackle sustainability challenges and promote responsible citizenship While much research has focused on traditional post-secondary students, there is a significant lack of literature addressing junior college students, particularly in terms of assessments that evaluate their knowledge, attitudes, and skills related to ESD This gap highlights the need for targeted strategies to enhance ESD integration within this demographic.
Comprehensive awareness of sustainable development (SD) requires knowledge, positive attitudes, and skill refinement in sustainability issues relevant to social improvement, economic growth, and environmental conservation Students' attitudes significantly influence their motivation to change personal behaviors and advocate for community-wide changes that enhance SD outcomes globally By fostering critical thinking and a collaborative mindset through relevant training, individuals can make meaningful contributions to a sustainable future These qualities also cultivate leadership potential, empowering individuals to embrace societal responsibilities and promote equitable policies that address pressing challenges impacting students' livelihoods.
Scope
The survey aimed to gather insights on knowledge, attitudes, skills, and challenges related to sustainable development (SD) among students in HCMC Due to time constraints and the need for institutional permissions, the research was conducted solely at HITC Despite its limited focus, the study seeks to enhance awareness and engagement with SD among HITC students, providing a foundation for future research and discussions on integrating education for sustainable development (ESD) into Vietnam's post-secondary institutions.
HITC, a junior college in HCMC with over 43 years of dedication to developing well-rounded individuals, recently selected 20 students for its inaugural exchange program focused on sustainable development (SD) and education for sustainable development (ESD) This two-week program in Singapore aimed to deepen students' understanding of the country's sustainability initiatives, aligning with the Singapore Green Plan 2030 (SGP 2030) Participants engaged in various activities, including site visits and interactive sessions, covering key programs such as City in Nature, Resilient Future, Green Economy, Energy Reset, and Sustainable Living The exchange also provided insights into ITE's environmental sustainability goals, exploring topics like urban agriculture, circular economy, and energy efficiency Students toured ITE facilities, participated in hands-on activities related to sustainable living and smart campus initiatives, and enjoyed cultural experiences like the Singapore heritage trail and visits to Jurong Lake Garden and Sentosa Throughout the program, they collaborated on projects, receiving feedback during interim presentations.
Figure 1.1Structure of the education system in Vietnam (Tran et al., 2016)
Vietnam's tertiary education encompasses both formal and non-formal academic training, alongside professional education and vocational training While the Ministry of Education and Training (MOET) oversees higher and professional education, vocational education is primarily managed by the Ministry of Labour, Invalids and Social Affairs (MOLISA) However, the HITC focuses on vocational training and falls under the jurisdiction of the Ministry of Industry and Trade (MIT), distinguishing it from MOLISA's oversight.
Objectives
To enhance sustainable development (SD) in the rapidly growing metropolitan area of Ho Chi Minh City, Vietnam, it is essential to evaluate junior college students' knowledge, attitudes, and skills regarding SD By understanding students' perspectives and knowledge levels, educators can develop effective sustainable programs that empower students to make informed choices and advocate for sustainable practices.
SD policies SD skills also help future leaders and professionals address city-specific sustainability issues, making HCMC greener and more sustainable.
This research aims to gain a thorough understanding of students' knowledge and attitudes toward sustainable development (SD) while exploring the practical challenges they encounter in skill development Additionally, it seeks valuable insights from teachers regarding the difficulties students face and recommendations for improving education for sustainable development (ESD) in post-secondary settings.
Phase 1, which is the quantitative phase, is to assess students' current knowledge and attitudes toward SD in post-secondary education in HCMC, Vietnam, using a Likert-scale questionnaire survey.
RQ1 What is the level of knowledge and attitudes toward SD of HITC students?
Phase 2 focuses on the qualitative exploration of teachers' perspectives regarding students' skills and challenges related to Sustainable Development (SD) Through structured interviews, this phase seeks to uncover valuable insights into the practical obstacles students encounter in their learning journey.
RQ2 What are the specific skills possessed by HITC students and the challenges they face regarding sustainable development?
Significance
This research enhances the understanding of Education for Sustainable Development (ESD) in post-secondary education in Ho Chi Minh City, Vietnam, by investigating the knowledge, attitudes, and skills of Vietnamese junior college students By addressing a gap in existing literature, this study offers significant insights into students' perceptions and engagement with sustainability issues The findings hold important implications for various stakeholders, including educators, policymakers, and researchers, contributing to the broader discourse on sustainable development in education.
This research offers insights into students' knowledge, attitudes, skills, and challenges related to Sustainable Development (SD) By understanding these aspects, educators can adapt their teaching strategies and curriculum to enhance students' comprehension of SD issues The identified skills and challenges also guide the creation of targeted interventions and support systems, empowering students to actively promote Sustainable Development.
This research highlights the importance of integrating Education for Sustainable Development (ESD) into post-secondary curricula By doing so, educational institutions can empower students with the essential knowledge, skills, and attitudes needed to actively engage in sustainable development initiatives.
SD principles and providing opportunities for experiential learning This research encourages curriculum designers and policymakers to incorporate SD courses and initiatives into educational programs.
The research enhances the understanding of Education for Sustainable Development (ESD) and its impact on students by exploring their local experiences and perspectives These findings contribute valuable insights to the global knowledge base on effective ESD strategies, offering guidance for educational practices and policy decisions in Ho Chi Minh City and comparable educational settings across Vietnam.
The research underscores the importance of cross-cultural exchange programs in enriching students' understanding, attitudes, and skills related to sustainable development (SD) Participants have reported positive experiences and learning outcomes, demonstrating how international collaborations and cultural exchanges can effectively promote education for sustainable development (ESD) and advance SD initiatives.
LITERATURE REVIEW
Education for Sustainable Development
2.1.1 Importance of Education for Sustainable Development
The "United Nations Decade of Education for Sustainable Development" (2005-2014) initiated a global movement aimed at transforming education to tackle pressing challenges Building on this foundation, UNESCO launched the "Global Action Programme on ESD" (GAP), further advancing the principles established during the DESD and receiving endorsement from the United Nations.
The General Assembly Resolution A/RES/69/211, launched at the UNESCO World Conference on ESD in 2014, focuses on enhancing actions and best practices in Education for Sustainable Development (ESD) UNESCO, as the leading agency for the Decade of Education for Sustainable Development (DESD) and the Global Action Programme (GAP), plays a crucial role in promoting ESD principles across various educational formats In 2019, UNESCO introduced "Education for Sustainable Development: toward Achieving the Sustainable Development Goals (ESD for 2030)," a framework designed to build on previous initiatives and align with the UN's 2030 Agenda The Berlin Declaration, ratified in 2021, emphasizes the necessity for transformative changes in education and society to secure a sustainable future ESD's significance is further highlighted in global agendas, including Article 6 of the United Nations Framework Convention on Climate Change, which underscores the role of education and training in empowering citizens to tackle climate change challenges.
Education for Sustainable Development (ESD) is highlighted in UNESCO papers as a vital educational approach that fosters changes in knowledge, skills, values, and attitudes to create a sustainable and inclusive society (UNESCO, 2020) It encourages individuals to reflect on their actions and consider their social and environmental impacts from a global perspective, empowering them to engage in constructive interventions for sustainability ESD aims to cultivate competencies that enable participation in socio-political processes, thereby advancing sustainable development within communities (Barth et al., 2015) Post-secondary institutions play a pivotal role in addressing today's pressing challenges.
Post-secondary institutions must prioritize training teachers in pedagogical research and creating curriculums that reflect the principles of sustainable development (SD) Despite recognizing the necessity for curriculum renewal to enhance education for sustainable development (ESD) for over twenty years, a limited number of institutions have taken prompt action to address this need (Desha & Hargroves, 2013).
2.1.2 Education for Sustainable Development in Vietnam
Vietnam's longstanding commitment to environmental stewardship is deeply rooted in its cultural values and indigenous principles, showcasing eco-friendly practices that have adapted to various geophysical and climatic conditions over thousands of years Throughout periods of peace and conflict, essential skills and knowledge have been passed down through generations, highlighting that the concept of Education for Sustainable Development (ESD) has long been part of Vietnam's heritage, even if not formally recognized as such (UNESCO, 2013).
In 2005, the Prime Minister established the National Council of Sustainable Development (SD) to coordinate efforts in response to the Decade of Education for Sustainable Development (DESD), led by the Deputy Prime Minister The National DESD Committee, comprising government executives and ministers, emphasized the role of the Viet Nam National Commission for UNESCO, which operates under the Ministry of Education and Training (MOET) as the Secretariat Despite the establishment of these structures, the promotion of Education for Sustainable Development (ESD) slowed after the initial push During the first half of the DESD (2005-2009), the Centre for Research and Promotion of ESD and the Centre for Environment Research and Education at Hanoi National University of Education significantly advanced ESD in academia with support from NatCom and the UNESCO Office in Vietnam However, the adoption of ESD by other institutions remained limited, and essential national partnerships for its promotion did not develop (UNESCO, 2013).
Kieu et al (2016) highlighted key challenges in implementing Education for Sustainable Development (ESD) within Vietnam's teacher education, particularly across five universities: Hanoi National University of Education, Hue University of Education, Danang University of Education, Quang Nam University, and Ho Chi Minh University of Pedagogy A major barrier is the absence of strategic priorities for integrating ESD into these programs Unlike other developing nations in the Asia-Pacific, Vietnam lacks a comprehensive framework for ESD integration, which limits its incorporation into diverse academic disciplines This situation has led to a perception that sustainability education is solely the domain of environmental educators, thereby obstructing collaboration and communication among faculty members.
A study conducted in 2018 identified that the most significant factors influencing the implementation of Education for Sustainable Development (ESD) are students and teaching methods, along with the roles of education administrators and curriculum However, essential teacher competencies necessary for effective ESD implementation have not been adequately addressed in Vietnam Consequently, it is recommended that teacher training programs be reassessed from an ESD perspective Future research should also investigate the views of other educational stakeholders, including education administrators and curriculum developers, to gain a comprehensive understanding of ESD.
Environmental and climate change education has been integrated into formal curricula by the Ministry of Education and Training (MOET) since 2009, supported by government and nonprofit initiatives that promote non-formal and informal education Despite these efforts, the approach is not fully inclusive of Education for Sustainable Development (ESD) principles, as ESD tends to be viewed as an additional component to an already overloaded curriculum.
There is a significant gap between the Ministry of Education and Training's (MOET) focus on interactive teaching methods and the actual practices observed in classrooms Despite the introduction of some Education for Sustainable Development (ESD) courses, interactive pedagogies remain largely underutilized in teacher education institutions.
Sterling's model of progressive engagement and deeper learning highlights that Education for Sustainable Development (ESD) instruction in Vietnam often overlooks essential values and capacity-building, focusing primarily on knowledge and cognition Additionally, most sustainable development extracurricular activities at college campuses function independently, lacking integration into the broader educational framework (Kieu et al.).
In Vietnam, prospective SD teachers face a shortage of practical examples and job orientation (Kieu et al., 2016), leading to a predominance of theory-heavy learning activities at various universities that lack hands-on experimental components (Mai & Ha, 2022).
Knowledge and Attitudes for Sustainable Development
Regarding such knowledge and attitudes as anticipated SD outcomes, researchers have conducted various investigations.
Berglund et al (2014) explored the impact of ESD-profiled institutions on the knowledge and attitudes of Swedish students, finding notable differences in economic knowledge and attitudes between those in ESD schools and their peers in traditional schools However, they found no significant discrepancies in environmental and social knowledge and attitudes between the two groups Furthermore, Berglund and Gericke (2016) later affirmed that Swedish students' perspectives on sustainable development dimensions were influenced by the specific context.
Kalsoom and Khanam (2017) found that preservice teachers' empirical investigations into sustainable development (SD) issues and research-based discussions significantly enhanced their knowledge and attitudes, highlighting the transformative potential of inquiry-based education This indicates that SD education can be effectively incorporated into research methods courses in teacher education programs The findings suggest that implementing inquiry-based learning in university programs can elevate students' understanding and perspectives on sustainable development.
Al-Naqbi and Alshannag (2018) found that students in the United Arab Emirates possess a strong understanding of sustainable development (SD), which positively influences their views on SD challenges However, they express negative attitudes towards certain issues, particularly regarding climate change and the management of natural resources It is essential to create opportunities for undergraduates to better recognize and address these SD challenges, as this will prepare the next generation for future sustainability issues.
Korsager and Scheie (2019) found that the redesign of the ESD initiative led to improved knowledge and attitudes among Norwegians, primarily due to the incorporation of clearer teaching and learning objectives The findings highlight the importance of focusing on specific elements within ESD initiatives to enhance students' and children's competencies in sustainable development action.
Afroz and Ilham (2020) found that Indonesian students generally possess a high level of environmental awareness, with many demonstrating substantial knowledge and a positive attitude toward sustainability However, the institutional approaches to environmental issues differ, leading to variations in student awareness Notably, several top universities in Asia have started publishing annual sustainability development (SD) reports, indicating a growing trend that is likely to pave the way for the adoption of SD policies in the near future.
Amezaga et al (2021) found a strong correlation between knowledge and attitudes towards sustainable development (SD) in Mexico, followed by knowledge and behaviors In a different context, Braòler and Sprenger (2021) implemented an interdisciplinary approach to education for sustainable development (ESD) among German students, involving lectures from various SD specialists and seminars that encouraged collaboration and interdisciplinary learning Prior to the course, students had moderate knowledge and behaviors regarding SD, but high attitudes Post-course analysis revealed an increase in students' knowledge and actions related to SD, although their attitudes remained unchanged.
Table 2.1Analytical Framework rendered by the author
Five-point Likert-scale Questionnaire
Attitudes Five-point Likert-scale
Emailed structured open-ended questions
Challenges Emailed structured open-ended questions
This research employs a mixed-methods approach to thoroughly explore the dimensions of sustainable development (SD) among junior college students in Vietnam, focusing on their knowledge, attitudes, skills, and challenges By integrating quantitative analysis of knowledge and attitudes with qualitative insights into skills and challenges, the study aims to provide a comprehensive understanding of the topic.
Incorporating "knowledge" and "attitudes" into the quantitative phase is essential, as Likert-scale questionnaires effectively capture and quantify these constructs By surveying a larger student sample, we can statistically analyze and compare their levels of sustainable development (SD) knowledge and attitudes This quantitative data offers a thorough overview of the student population, allowing for meaningful generalizations.
"Skills" and "challenges" are subjective concepts that require a deeper exploration of personal experiences To capture this complexity, structured interviews with teachers involved in the educational program (EP) are conducted Their firsthand insights reveal the skills students develop and the challenges they encounter in sustainable development (SD) These teachers, closely connected to the students' experiences, offer valuable and contextual information.
Analytical Framework
This first phase took place from April 07, 2023, to May 19, 2023.
A questionnaire was developed to evaluate the students' knowledge and attitudes towards sustainable development (SD) This tool was designed to gather relevant information while ensuring the validity and reliability of the data collected.
The research utilized a sampling strategy to select participants, including both students who engaged in EP and those who did not, enabling a comparative analysis between the two groups.
Data collection involved administering a questionnaire to selected participants, which included explaining the research purpose, securing informed consent, and ensuring the confidentiality of responses.
Following data collection, various analysis techniques were employed to extract insights and conclusions Descriptive statistics summarized the participants' knowledge and attitudes toward sustainable development (SD) Additionally, Cronbach's alpha was calculated to assess the internal consistency of the questionnaire items, while underlying dimensions were identified to validate the measurement model.
"exploratory factor analysis (EFA)" and "confirmatory factor analysis (CFA)" were conducted To verify the hypothesized relationships and assess the overall model fit,
Structural equation modeling (SEM) was employed to analyze the relationships and effects of variables, while the interdependent-samples t-test in SPSS was conducted to compare the means of two groups following the SEM analysis This combined approach facilitated the assessment of how educational programs (EP) influenced participants' knowledge and attitudes (Pallant, 2020).
METHODOLOGY
Quantitative Phase
This first phase took place from April 07, 2023, to May 19, 2023.
A questionnaire was developed to evaluate the knowledge and attitudes of students regarding sustainable development (SD) This tool was designed to gather relevant information while ensuring the validity and reliability of the data collected.
The research utilized a sampling strategy to select participants, including both students who engaged in educational programs (EP) and those who did not, enabling a comparative analysis between the two groups.
Data collection involved administering a questionnaire to targeted participants, ensuring that the research purpose was clearly communicated, informed consent was obtained, and the confidentiality of responses was maintained.
Following data collection, various analysis techniques were employed to extract insights and conclusions Descriptive statistics summarized the participants' knowledge and attitudes toward sustainable development (SD) Additionally, Cronbach's alpha was calculated to assess the internal consistency of the questionnaire items, while exploratory factor analysis was conducted to identify underlying dimensions and validate the measurement model.
"exploratory factor analysis (EFA)" and "confirmatory factor analysis (CFA)" were conducted To verify the hypothesized relationships and assess the overall model fit,
Structural equation modeling (SEM) was employed to analyze the relationships and effects of variables, while the interdependent-samples t-test in SPSS was used to compare the means of two groups following the SEM analysis This approach facilitated an understanding of how educational programs (EP) influence participants' knowledge and attitudes (Pallant, 2020).
The questionnaire developed by Gericke et al (2019) aimed to assess the impact of Education for Sustainable Development (ESD) within the Swedish education system, featuring fifty items that encapsulate the 'sustainability consciousness' construct Sustainable Development (SD) is defined by three key dimensions: environmental, economic, and social, often referred to as the three pillars of SD The environmental dimension emphasizes biodiversity and ecological preservation, the economic aspect promotes market-based growth and prosperity, and the social dimension focuses on equity, health, and intergenerational justice Despite criticisms that SD may align with a neoliberal agenda, it remains a crucial framework for achieving global social, economic, and environmental goals The interconnected three-pillar model, while facing scrutiny for its environmental implications, continues to receive support from international organizations and governments The UNESCO framework outlines subthemes for each SD dimension, enhancing understanding and learning; these include social issues like human rights and gender equality, environmental topics such as climate change and sustainable urbanization, and economic concerns like poverty reduction and corporate responsibility (Gericke et al., 2019).
Standard metrics were established to assess students' knowledge and attitudes across various attributes Respondents evaluated their agreement with each statement using a Likert-type scale, ranging from "Strongly Agree" (1) to "Strongly Disagree" (5), with a neutral option (3) included for balance (Gericke et al., 2019).
Under the 'Knowledge' construct (K), the following items are rendered by Gericke et al (2019) with their code rendered by the author for SPSS and AMOS steps as in Table 3.1.
Table 3.1Items under the 'Knowledge' construct coded by the author
KEnv1 "Reducing water consumption is necessary for sustainable development." KEnv2 "Preserving nature is NOT necessary for sustainable development."
KEnv3 "Sustainable development demands that we humans reduce all sorts of waste."
KEnv4 "Preserving the variety of living creatures is necessary for sustainable development (preserving biological diversity)."
KEnv5 "Sustainable development requires a shift to renewable natural resources."
KEnv6 "For sustainable development, people need to be educated in how to protect themselves against natural disasters."
KSoc1 "Improving people's chances for a long and healthy life contributes to sustainable development."
KSoc2 "A culture where conflicts are resolved peacefully through discussion is necessary for sustainable development."
"People who exercise their democratic rights are necessary for sustainable development (for example, they vote in elections, involve themselves in social issues, and express their opinions)."
KSoc4 "Reinforcing girls' and women's rights and increasing equality around the world is necessary for sustainable development."
KSoc5 Respecting human rights and reinforcing human responsibilities are necessary for sustainable development.
KSoc6 "To achieve sustainable development, all the people in the world must have access to good education."
KSoc7 "Having respect for other cultures is necessary for sustainable development."
KSoc8 "For sustainable development, major infectious diseases such as HIV/AIDS and malaria must be stopped."
KEco1 "Economic development is necessary for sustainable development."
KEco2 "Sustainable development requires that companies act responsibly toward their employees, customers, and suppliers."
KEco3 "Sustainable development requires a fair distribution of goods and services among people in the world."
KEco4 "Wiping out poverty in the world is necessary for sustainable development."
KEco5 "Sustainable development demands that people understand how the economy functions."
The KEnv2 is utilized to assess student attention, while the KSoc5 has been adapted based on specific considerations The Ministry of Justice of the United Kingdom (2009) highlights that discussions on the interplay between rights and duties often reference Wesley Hohfeld's analytical framework, which posits that rights provide legal advantages, specifically in the form of 'claim rights.'
According to Hohfeld's concept of "correlative duties," the exercise of a right inherently requires someone to act or refrain from acting, thus imposing an obligation In the context of human rights, this means that the state bears the responsibility for fulfilling the obligations tied to legal rights For example, the European Court of Human Rights (ECHR) asserts that the right to life imposes a negative duty on states to avoid taking lives, except in very limited situations The determination of whether a legal provision qualifies as a 'right in the strict sense' hinges on the existence of a corresponding duty Modern legal theory has evolved to recognize that rights, particularly human rights, generate a 'cluster' of duties and obligations rather than being viewed solely through the lens of legal relationships Additionally, contemporary interpretations incorporate moral theory to highlight the justificatory nature of human rights, establishing them as the moral and political foundations for rights-based duties, which consequently take precedence over the duties themselves Ultimately, the vision of "A society for all" emphasizes the active role of every individual, each endowed with rights and responsibilities.
Summit for Social Development, Copenhagen, 6-12 March 1995, para 66" (UN,
2016) Likewise, respecting human rights and strengthening human responsibilities are crucial for SD (Vuong, 2021).
Under the 'Attitudes' construct (A), the following items are rendered by Gericke et al (2019) with their code for SPSS and AMOS steps as in Table 3.2.
Table 3.2Items under the 'Attitudes' construct coded by the author
AEnv1 "I think that using more natural resources than we need does NOT threaten the health and well‐being of people in the future."
AEnv2 "I think that we need stricter laws and regulations to protect the environment."
AEnv3 "I think it is important to take measures against problems that have to do with climate change."
AEnv4 "I think it is OK that each one of us uses as much water as we want."
ASoc1 "I think that everyone ought to be allowed to acquire the knowledge, values, and skills that are necessary to live sustainably."
ASoc2 "I think that we who are living now should make sure that people in the future enjoy the same quality of life as we do today."
ASoc3 "I think that the government should provide financial aid to encourage more people to make the shift to green cars."
ASoc4 "I think that the government should make all its decisions based on sustainable development."
ASoc5 "I think that it is important that people in society exercise their democratic rights and become involved in important issues."
ASoc6 "I think that women and men throughout the world must be given the same opportunities for education and employment."
AEco1 "I think that companies have a responsibility to reduce the use of packaging and disposable articles."
AEco2 "I think it is important to reduce poverty."
AEco3 "I think that companies in rich countries should give employees in poor nations the same conditions as in rich countries."
AEco4 "I think that people who pollute land, air, or water should pay for the damage they cause to the environment."
The sample size was determined using the formula established by Yamane (1967), incorporating a 95% confidence interval and a 5% margin of error, with an assumed value of p = 0.05.
The total population N is 12,000 students Thus, the expected sample size n was
A total of 410 students participated in the survey; however, 22 responses indicating participation in the EP event in Singapore in December 2022 were excluded HITC emailed the survey to the 20 students who attended, with 13 completing it again Additionally, two students who opted out of providing information were also excluded, resulting in a final sample size of 386 for the research.
Table 3.4Student year by SPSS
Import and Export Business Administration 26 6.7
Restaurant Administration and Food Services 8 2.1
Table 3.8EP Participants by SPSS
One significant concern regarding scale measurement is its internal consistency, which assesses whether the items effectively measure the same underlying construct A widely recognized indicator of this consistency is Cronbach's alpha coefficient, with a desirable value typically exceeding 7 (DeVellis, 2012) However, Cronbach's alpha can be influenced by the number of items in the scale; shorter scales, particularly those with fewer than ten items, often yield lower values, such as 5 In such instances, it may be more beneficial to consider the mean inter-item correlation, with Briggs and Cheek (1986) suggesting an optimal range of 2 to 4 for these correlations.
The Cronbach's Alpha values for the variables designated for the next step indicate that although the 'KEnv' construct has a value below 0.70, it is essential to retain KEnv and its observed variables at this stage, as it serves as the initial filter for assessing model fitness.
Table 3.9Cronbach's Alpha Value of KEnv by SPSS
Table 3.10Item-Total Statistics of KEnv by SPSS
Table 3.11Cronbach's Alpha Value of KSoc by SPSS
Table 3.12Item-Total Statistics of KSoc
Table 3.13Cronbach's Alpha Value of KEco by SPSS
Item Corrected Item-Total Correlation
Item Corrected Item-Total Correlation
Table 3.14Item-Total Statistics of KEco by SPSS
Table 3.15Cronbach's Alpha Value of ASoc by SPSS
Table 3.16Item-Total Statistics of ASoc by SPSS
Table 3.17Cronbach's Alpha Value of AEco by SPSS
Item Corrected Item-Total Correlation
Item Corrected Item-Total Correlation
Table 3.18Item-Total Statistics of AEco by SPSS
"Exploratory factor analysis is often used in the early stages of research to gather information about (explore) the interrelationships among a set of variables…
To ensure your dataset is appropriate for factor analysis, confirm that the Kaiser-Meyer-Olkin Measure of Sampling Adequacy (KMO) is 6 or higher, and that the Bartlett's Test of Sphericity shows significance with a p-value of 05 or less (Pallant, 2020, p 214).
Table 3.19KMO and Bartlett's Test by SPSS
KMO Measure of Sampling Adequacy
In Table 3.19, KMO is 0.941 > 0 6 and Sig value is < 0.001 < 0.05
Item Corrected Item-Total Correlation
Table 3.20Total Variance Explained by SPSS
Factor Extraction Sums of Squared Loadings Rotation Sums of
Total % of Variance Cumulative % Total
Table 3.20 categorizes the observed variables into four groups, whereas five groups were anticipated Consequently, the Pattern Matrix was constructed using the Factor Matrix generated by SPSS According to Pallant (2020), the Pattern Matrix displays the factor loadings for each variable, serving as essential input for AMOS to develop a Confirmatory Factor Analysis (CFA) diagram.
Table 3.21Pattern Matrix rendered by the author
Qualitative Phase
This phase took place from May 12, 2023, to May 30, 2023.
During Phase 2 of the research, a set of carefully crafted interview questions was developed based on the data analysis from Phase 1 These questions aimed to explore the competencies and challenges related to sustainable development (SD) among teachers involved in educational practice (EP) The intent was to gather rich and specific insights into their experiences and perspectives.
The structured open-ended interview questions were emailed to three teachers involved in the EP, clearly outlining the intent and significance of the interviews, and ensuring their voluntary participation (Dahlin, 2020) This phase also prioritized ethical considerations, addressing informed consent and confidentiality (Meho, 2006).
The interviews were conducted using a thematic analysis approach once the teachers agreed to participate (Kiger & Varpio, 2020) The interviews were
Indices SMRM RMSEA CMIN/DF IFI TLI CFI
Post- 0604 073 3.043 896 867 895 transcribed, and the data were systematically analyzed to identify recurring themes and patterns pertaining to the competencies and obstacles associated with SD.
Thematic analysis enabled a deep exploration of teachers' perspectives and experiences, highlighting key areas such as effective teaching strategies, challenges in implementing Education for Sustainable Development (ESD), and potential solutions This qualitative insight enhanced the quantitative findings from Phase 1, leading to a more comprehensive understanding of the research topic.
Table 3.31List of structured open-ended interview questions rendered by the author
The primary goal of the cultural exchange program themed "Climate Change and Sustainable Development," organized by the Singapore Institute of Technical Education (ITE) in December 2022, is to foster global awareness and understanding of climate issues while promoting sustainable practices The program aims to equip participants with essential knowledge and skills to address climate change challenges effectively, encouraging collaborative solutions for a sustainable future Through this exchange, ITE seeks to cultivate a sense of responsibility among youth towards environmental stewardship and empower them to become proactive contributors to sustainable development initiatives.
Q2 How has the Exchange Program contributed to the development of students' knowledge and understanding of sustainable development?
Q3 From your observations, what changes in attitudes or thoughts have you noticed in the students participating in the Exchange Program on sustainable development?
Q4 Can you identify any specific behaviors or actions that students exhibit during or after the Exchange Program that reflect their commitment to sustainable development?
Q5 According to you, what are the main skills that students gain or improve when participating in the Exchange Program?
Q6 Are there any specific challenges or obstacles that students face in relation to sustainable development during the Exchange Program? If yes, how did the students overcome these challenges?
Q7 How has the Exchange Program integrated sustainable development concepts into the curriculum or activities?
Q8 In your opinion, what are the strengths and weaknesses of the Exchange Program in promoting student participation in sustainable development?
Q9 How has the Exchange Program contributed to your understanding and practice of sustainable development?
Q10 Based on your experience, what recommendations would you make for future exchange programs or initiatives focusing on sustainable development?
Qualitative interviews with teachers involved in EP provided valuable insights into the skills and challenges related to SD during Phase 2 The use of thematic analysis facilitated a thorough and structured evaluation of the qualitative data, leading to important findings that enhanced the overall research results.
The research focuses on teachers to gain a comprehensive understanding of their perspectives on sustainable development (SD) skills and the challenges faced by students By assessing the performance of students in the Educational Program (EP), teachers play a crucial role in shaping students' understanding and engagement with SD Engaging with teachers is a practical approach to collecting qualitative data, especially considering time constraints and limited access to students from other institutions Their firsthand insights into teaching strategies, encountered obstacles, and evaluations of student performance are vital for promoting Education for Sustainable Development (ESD) at HITC.
The initial step in thematic analysis involves thoroughly familiarizing oneself with the data set through active and repetitive reading Themes are developed by analyzing, integrating, and comparing patterns, often using graphical mapping to illustrate relationships This research employed an inductive approach, deriving themes directly from the categorized data, which are closely aligned with the original information and representative of the entire data set (Kiger & Varpio, 2020).
Table 3.32Theme of "skills" rendered by the author
Time management skills Students learn to effectively manage their time, ensuring efficient task completion.
Critical thinking skills Students develop their critical thinking skills, allowing them to analyze and evaluate SD issues.
Students acquire effective communication skills, including language proficiency and the capacity to convey ideas and information.
Presentation skills Students acquire the ability to effectively communicate their ideas and findings to others.
Leadership skills Students cultivate leadership qualities, empowering them to initiate and direct SD initiatives.
Teamwork skills Students learn to work cooperatively with others, nurturing cooperation and synergy.
Creative skills Students cultivate their creativity, allowing them to generate innovative solutions to SD issues.
Table 3.33Theme of "challenges" rendered by the author
Students struggle with language proficiency and lack specialized knowledge in certain fields, including science and technology and logistics.
The brief duration of EP may limit the depth and completeness of the learning and implementation process.
Practical application Students may have difficulty translating theoretical knowledge into real-world applications.
Achieving SD frequently necessitates the synchronization of diverse systems, which can be difficult due to distinctions in vision, social mechanisms, culture, and consciousness.
Some SD initiatives may necessitate substantial funding, which can present difficulties for students in terms of implementation and feasibility.
FINDINGS
Knowledge
In the quantitative phase of the study, an independent-samples t-test was performed to evaluate the differences in "knowledge" scores between males and females The findings revealed that the mean scores for both genders exceeded the neutral value of 3, indicating a higher level of knowledge among participants.
Table 4.1'Knowledge' Group Statistics by SPSS
Table 4.2Independent Samples Test of 'Knowledge' by SPSS
Levene's test for Equality of Variances t-test for Equality of Means
Based on Table 4.1 and Table 4.2, there was no significant difference in mean values for females (M = 4.3398, SD = 0.4735) and males (M = 4.2378, SD = 0.5404; t
In the qualitative phase, students demonstrated a strong understanding of sustainable development (SD), with A2.1 highlighting that they receive up-to-date information on climate change and eco-friendly practices, as well as practical experience and teamwork that enhance their knowledge Additionally, A2.2 emphasized that students possess a clear awareness of climate change impacts, while A2.3 noted their insights on sustainable development.
Male 154 4.2378 0.5404 building infrastructure toward green areas; supply chain in retail; application of technology in agriculture, in life; recycled products; solar energy system; …"
Attitudes
In the quantitative phase of the study, an independent-samples t-test was performed to analyze the "attitudes" scores between males and females, revealing that both genders exhibited mean values exceeding the neutral score of 3.
Table 4.3'Attitudes' Group Statistics by SPSS
Table 4.4Independent Samples Test of 'Attitudes' by SPSS
Levene's test for Equality of Variances t-test for Equality of Means
Based on Table 4.3 and Table 4.4, there was a significant difference in mean values for females (M = 4.2552, SD = 5104) and males (M = 4.3971, SD = 5245; t
In the qualitative phase, students acknowledged the seriousness of climate change and identified various strategies to reduce its negative effects on the environment in both their educational and everyday activities.
Prepare to share the key aspects of the exchange program with your family and friends Students are increasingly engaged with climate-related issues and are proposing solutions to mitigate its effects Additionally, there are reflections on the experiences and challenges of living and studying for two weeks in the developed country of Singapore.
The article emphasizes the importance of integrating culture, education, and cuisine with technology and sustainable infrastructure in urban development It advocates for the creation of green spaces that foster a connection to nature, alongside recycling initiatives to promote savings Additionally, it highlights the need for classroom environments that cater to learners' emotions and a traffic system designed for efficiency and convenience The focus is on promoting fast, economical, and civilized dining options, as well as a scientific approach to studying and working, all aimed at supporting comprehensive urban growth.
Table 4.5Post-Estimates of Standardized Regression Weights among the unobserved variables by AMOS
As for the correlation of "Knowledge" and "Attitudes", according to Table 4.5,when K goes up by 1 standard deviation, A goes up by 0.956 standard deviations.
Skills
Table 3.32 highlights essential skills necessary for students to actively engage in sustainable development (SD) Key skills include effective communication, fostering language proficiency and the ability to articulate ideas clearly Collaboration skills are also crucial, promoting teamwork and synergy among peers Additionally, students enhance their presentation skills, enabling them to convey their findings effectively Critical thinking skills are developed, allowing for thorough analysis and evaluation of SD issues Time management skills are emphasized to ensure timely completion of assignments, while inventive skills encourage creative thinking and innovative solutions to SD challenges Finally, leadership skills empower students to take initiative in driving sustainable initiatives Together, these competencies facilitate meaningful student participation in SD efforts.
Challenges
Table 3.33 highlights the challenges students encounter in actively participating in sustainable development (SD), particularly due to language proficiency issues and insufficient specialized knowledge in areas like logistics and science and technology.
The primary challenge in addressing climate change lies in the specialized language and knowledge required in fields like logistics, science, and technology Students are encouraged to engage with relevant documents and enhance their English skills, yet achieving sustainable development (SD) often necessitates the alignment of various systems However, differing visions, cultural contexts, and social structures can hinder this alignment Financial limitations further complicate students' efforts to launch SD initiatives that demand significant resources Moreover, students frequently encounter difficulties in applying theoretical knowledge to practical situations, and the brief duration of educational programs may restrict the depth and effectiveness of their learning and implementation efforts These challenges highlight the need for support to empower students in making meaningful contributions to sustainable development.
Sustainable development in Vietnam faces challenges due to disparities in vision, social mechanisms, culture, and public awareness Effective synchronization of the entire related system is essential, yet the complexity of these issues complicates implementation Additionally, student-led projects aimed at addressing these challenges may require financial support to succeed.
When funding is substantial, students may choose to halt their detailed surveys; however, if the budget is limited, they are likely to invest their own money to pursue their research topics.
DISCUSSIONS
Answers
RQ1 What is the level of knowledge and attitudes toward sustainable development of HITC students?
Students in HCMC pursuing post-secondary education show a strong awareness of sustainable development (SD), benefiting from educational programs that combine theoretical knowledge with practical experience and collaboration They recognize the serious implications of climate change and are motivated to address environmental issues Notably, there is no significant difference in SD knowledge between male and female students, challenging traditional gender stereotypes and highlighting the need for inclusive educational approaches that provide equal opportunities for all students to engage in sustainability initiatives.
The qualitative findings reveal that students are not only aware of the seriousness of climate change but also actively seek solutions and raise awareness within their social circles This reflects a sense of responsibility and commitment to sustainable development (SD) Additionally, quantitative analysis indicates that male students exhibit a more favorable attitude toward SD than female students Recognizing these differences can help in creating targeted interventions to foster positive SD attitudes among all students, irrespective of gender.
The study revealed a strong positive correlation between knowledge and attitudes towards sustainable development (SD), highlighting that increased knowledge significantly influences individuals' beliefs and attitudes This finding emphasizes the critical role of education in promoting sustainable development, suggesting that by sharing knowledge, we can cultivate positive mindsets and a collective commitment to overcoming the environmental, social, and economic challenges that hinder SD.
RQ2 What are the specific skills possessed by HITC students and the challenges they face regarding sustainable development?
Research highlights essential skills developed by junior college students in Ho Chi Minh City that facilitate significant contributions to sustainable development (SD) These skills extend beyond theoretical knowledge, incorporating practical abilities that enable students to make impactful changes Proficient communication skills allow students to articulate their ideas, concerns, and solutions clearly Additionally, the emphasis on collaboration skills underscores the importance of teamwork and synergy among peers Furthermore, the development of presentation skills equips students to confidently share their research and recommendations with an audience.
The curriculum emphasizes critical thinking skills, empowering students to analyze sustainability issues thoughtfully This involves questioning conventional practices, exploring alternative solutions, and assessing the consequences of their choices Time management skills are also taught, helping students prioritize tasks and meet deadlines while juggling multiple responsibilities Furthermore, the program fosters innovative thinking, encouraging students to devise creative solutions to sustainability challenges Ultimately, leadership skills are developed, enabling students to take responsibility and promote sustainable initiatives within their communities.
Research reveals that students face significant challenges related to Sustainable Development (SD), including gaps in specialized knowledge in areas like logistics and science, as well as language proficiency issues To overcome these challenges, it is crucial to improve language skills and provide tailored instruction in relevant fields Achieving SD objectives often requires the alignment of various systems, which can be hindered by differing perspectives, social structures, cultural norms, and varying levels of awareness Addressing these differences effectively demands a holistic approach that promotes mutual understanding, collaboration, and shared goals.
Financial constraints can limit students' ability to implement sustainable development initiatives that require significant investment This highlights the need for adequate funding and resources to support their innovative ideas and projects Additionally, translating theoretical knowledge into practical applications can be challenging, as students need opportunities to apply what they've learned in real-world settings Lastly, the limited duration of educational programs may restrict the depth of students' knowledge acquisition and application Extending the educational experience or providing additional support can enhance its overall effectiveness.
Implications
This research highlights the significance of integrating Education for Sustainable Development (ESD) into junior college curricula, emphasizing its relevance for various stakeholders involved in post-secondary education and sustainability initiatives.
Providing students with a thorough understanding of climate change and sustainable practices is essential This can be achieved through specialized courses, seminars, and hands-on learning experiences Emphasizing the development of critical thinking, effective communication, teamwork, and leadership skills will empower students to actively engage in sustainability initiatives.
In post-secondary education, decision-makers can leverage research findings to shape policies that promote sustainable development (SD) This involves directing resources to enhance SD programs, supporting faculty development in sustainable practices, and encouraging partnerships between academic institutions and relevant stakeholders Additionally, the study highlights the critical need to advocate for gender equality and inclusivity in SD initiatives.
Research findings provide educators with insights into the skills and challenges students encounter This information enables teachers to adapt their teaching methods and create learning environments that enhance students' communication, collaboration, critical thinking, and problem-solving skills Targeted interventions, including language support programs and interdisciplinary collaborations, can effectively address gaps in language proficiency and specialized knowledge.
This study highlights the importance of empowering students and aspiring professionals to take a proactive role in promoting sustainable development (SD) By assessing their knowledge, attitudes, and skills, students can identify areas for improvement and seek personal growth in sustainable practices The findings encourage participation in interdisciplinary collaborations and innovative initiatives that support SD Integrating sustainable practices into students' daily lives and future careers is essential for achieving SD goals and building a more resilient and sustainable society.
Limitations
Notwithstanding the valuable insights that this research offers regarding the knowledge, attitudes, skills, and challenges of post-secondary students in relation to
Acknowledging the limitations of sustainable development (SD) in higher education is crucial for fostering a fair and unbiased evaluation of research findings By clearly outlining these constraints, we can guide future research efforts to address these gaps and enhance our overall understanding of SD within the academic landscape.
The research conducted in Ho Chi Minh City (HCMC) has limitations in generalizability due to its small sample size of students and teachers, suggesting caution when applying the findings to broader populations To improve the understanding of junior college students' knowledge on sustainable development (SD) in HCMC, further research should explore a wider range of programs, curricula, and educational contexts This approach would provide a more comprehensive and accurate representation of students' knowledge, attitudes, skills, and challenges related to SD in the region.
This research employed data acquisition methods such as Likert-scale questionnaires and structured interviews, which have notable limitations Likert-scale questionnaires may introduce response biases or social desirability effects, while structured interviews can restrict the amount of data collected compared to less structured methods Future studies could consider a mixed-methods approach to gain a more comprehensive understanding of students' experiences and perspectives.
This research lacked direct involvement from key stakeholders such as policymakers, industry professionals, and community members Engaging a variety of perspectives in post-secondary education can enhance the understanding of Sustainable Development (SD).
The use of both quantitative and qualitative analysis is common in exploring knowledge, attitudes, skills, and challenges in post-secondary education However, these approaches may not adequately reflect the complexities of sustainable development (SD) within this context To gain a deeper understanding, it is beneficial to incorporate additional research methods, such as observational or longitudinal studies.
A significant limitation of the research is the reliance on cross-sectional data, which captures only a snapshot of interactions between students and teachers at a specific point in time To gain a deeper understanding of how post-secondary education influences sustainable development outcomes, it is essential to conduct longitudinal studies that examine changes in knowledge, attitudes, and skills over an extended period.
This research primarily examined the cognition, affect, and behavior of students concerning the three aspects of sustainable development (SD) However, it did not investigate the integration of the five dimensions of SD—environmental, social, economic, cultural, and organizational—as outlined by Hristov and Chirico (2022), nor did it explore the practical application of behavior modification or skill implementation.
This research did not assess the long-term effects of Education for Sustainable Development (ESD) on students' behaviors and practices after their formal education Future studies should investigate how students' skills, beliefs, and competencies gained from ESD are applied in real-world situations and contribute to sustainable development in their personal and professional lives.
Future Research
Future research should build on this study's findings by exploring the long-term effects of Education for Sustainable Development (ESD) on students' cognitive, affective, and behavioral domains Conducting longitudinal studies will allow researchers to follow participants over time, providing insights into their sustainability practices and contributions to sustainable development in various contexts.
Exploring the effectiveness of various teaching methods within the context of Education for Sustainable Development (ESD) is beneficial Innovative approaches like project-based learning, experiential learning, and interdisciplinary strategies can be assessed for their influence on students' sustainable development competencies A comparative analysis of these pedagogical techniques will provide educators and curriculum developers with essential insights into the most effective strategies.
Exploring sustainable development (SD) initiatives requires a deeper understanding of the challenges students face, such as limited resources, institutional barriers, and societal norms Graduates can conduct qualitative research to gain insights into these specific difficulties By investigating strategies to address these obstacles, we can develop more effective educational interventions that better support students in their pursuit of sustainable development.
Expanding the research to include a comparative analysis with other educational institutions or regions can lead to beneficial results By examining contextual factors influencing the implementation and effectiveness of Education for Sustainable Development (ESD) alongside researchers from diverse geographical backgrounds, a more holistic understanding can be achieved This comparative approach can highlight experiences and outcomes across various contexts, facilitating the identification of tailored strategies and best practices that enhance ESD initiatives.
Incorporating a participatory research methodology that engages students, teachers, and key stakeholders can significantly improve the relevance and effectiveness of future research initiatives Actively involving policymakers, community leaders, and industry representatives in the research process fosters collaborative knowledge production and ensures that interventions align with real-world needs and priorities.
Examining the influence of technology on education in the context of sustainable development (SD) offers valuable opportunities for future research Integrating digital tools, online platforms, and gamified learning experiences can significantly boost students' motivation and skills in acquiring SD knowledge Additionally, investigating the potential of emerging technologies like virtual reality and artificial intelligence to support SD initiatives may reveal innovative educational and practical applications.