Factors affecting to students’ behaviors on GHGs emission mitigation case study in hanoi and ibaraki

VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY VU KIM DUYEN FACTORS AFFECTING TO STUDENTS’ BEHAVIORS ON GHGs EMISSION MITIGATION: CASE STUDY IN HANOI AND IBARAKI MAJOR:

VIETNAM NATIONAL UNIVERSITY, HANOI

VIETNAM JAPAN UNIVERSITY

VIETNAM NATIONAL UNIVERSITY, HANOI

VIETNAM JAPAN UNIVERSITY

VU KIM DUYEN

FACTORS AFFECTING TO STUDENTS’ BEHAVIORS ON GHGs EMISSION MITIGATION:

CASE STUDY IN HANOI AND IBARAKI

MAJOR: CLIMATE CHANGE AND DEVELOPMENT

i

PLEDGE

I assure that this thesis is the results of my own research and has not been published The use of other research’s result and other documents must comply with regulations The citations and references to documents, books, research papers, and websites must be in the lists of references of the thesis

AUTHOR OF THE THESIS

VU KIM DUYEN

ii

ACKNOWLEDGMENTS

I would like to thank JICA, Vietnam Japan University and Ibaraki University and MCCD program Moreover I appreciated my suppervisor professor Ito Tetsuji, Dr.Ryo Takeuchi and all professors, all staffs at Ibaraki University and ICAS who helped me alot and took care me everyday They gave me advices and a chance to experience to be more mature I had data both for my thesis topic and my life

I have accumulated a lot of knowledge, skills, and opportunities to develop and change myself ever since I became a graduate student of MCCD

First of all, it is the fundamental and in-depth knowledge about climate change and policies, climate change adaptation, and mitigation models that is extremely useful scientific knowledge which professors and the MCCD program offered me I have a background in psychology and had a period of time working directly with vulnerable groups in Vietnam I used to be very vague about the field of climate change But today, after two years of studying and practicing, I have been able to confidently explain to everyone about the impacts of climate change on ecosystems and human life, and at the same time, I can accompany vulnerable groups in climate change adaptation and mitigation efforts Specifically, in October 2019, with the support from lecturers, MCCD students and the online community raised money to plant 10,400 woody plants (Melaleuca and Erythrophleum fordii) in Nghi Xuan District, Ha Tinh Province This activity is the foundation for future afforestation and sustainable livelihood development projects

In addition, the study program of MCCD also gave me a lot of opportunities to learn and connect with Vietnamese and Japanese professors, experts, which helps me gain more perspectives on professional science and policy so that my future path can

be more clearly defined Thanks to the advice and support from experts of MCCD,

2020 is my pivotal year for the goal of establishing a social-business enterprise with the orientation of consulting and designing sustainable livelihood models Sustainable development (ecological forest gardens, mangrove development, etc.) to support people in climate vulnerable areas to have sustainable livelihoods adaptable

a team full of intellect, enthusiasm and energy to accompany on the projects of the social enterprise that I am cherishing Here, students will be the ones who speak their voices to the government, advocate with local authorities and also spread the fire, and stand side by side with Vietnamese farmers and fishermen who are currently participating in emission-free sustainable livelihood models This is a completely feasible scenario that personally, with all my passion, enthusiasm, and efforts, and the knowledge and skills accumulated after two years of working with MCCD, I am determined enough to realize this scenario

Finally, thanks to the research shared by the professors, the valuable resources from the study program, and the opportunities to participate in international conferences on climate change, I realized that the practice of ecological lifestyle is one of the positive and effective contributions to the goal of reducing GHG emissions Therefore, since October 2019, I have chosen a vegan macrobiotic lifestyle with a diet of no meat, fish, no animal protein It's also the thought of being responsible to contribute even the smallest efforts to control the global climate crisis that has formed

my habit of teaching my children to recycle, separate waste and make organic detergent from composted soapnuts and organic waste by themselves I understand that what I do is very small and has not contributed much However, that is all the value and spirit that I accumulated after two years of studying and practicing at MCCD as well as the time of studying diligently the resources for my thesis I believe that it is better to do something than doing nothing And I would like to once again express my gratitude to Vietnam Japan University, Ibaraki University, the MCCD program and all the professors, lecturers and experts who have created values for me

iv and inspired me to continue my passion for implementing climate change mitigation projects in the future - a future starting with MCCD

v

TABLES OF CONTENTS

1.1 Problem statement 1

1.2 Research question 5

1.3 Hypothesis 5

1.5 Research objectives 6

1.6 Scope of the research 6

1.7 Expected results 7

1.8 Literature review 7

1.8.1 The effort of the world 7

1.8.2 The effort of Vietnam 11

1.8.3 Studies related to the issue of factors that impact students' climate change mitigation behaviors 15

CHAPTER 2 THEORIES AND METHODOLOGIES 20 2.1 Theoretical basis 20

2.1.1 The theory of foundations 20

2.1.2 The concept and structure of behavior 25

2.1.3 Concepts and psychological characteristics of students 27

2.1.4 Climate change mitigation behavior of students 32

2.1.5 The theoretical framework 32

2.2 Methodological approach 32

2.2.1 Methods 34

2.2.1.1 Exploratory Factor Analysis 34

2.2.2.2 Social Psychology Experimental 35

2.2.2.3 In-depth interview method 36

2.2.2.4 Method of experts 36

2.2.2.5 Group work 37

CHAPTER 3 FINDING AND DISCUSSION 39 3.1 Case study in Hanoi 39

3.1.1 Students’ awareness of global warming and climate change 39

3.1.2 Students' behavior of reducing global warming 47

3.1.3 Analyzing the factors that influence students' GHGs emission reductions 53

3.2 Case study in Ibaraki 60

3.2.1 The factors affecting Ibraki student’s behaviors 60

3.2.2 Analysis of expert opinions 69

CHAPTER 4 CONCLUSION AND RECOMMENDATION 76 4.1 Conclusion 76

vi

4.2 Recommendations 84

vii

LIST OF TABLES

Table 2.1 Study sample size ……… 34

Table 2.2 group work activities ……… 38

Table 3.1 Students' perceptions of climate change and global warming 41

Table 3.2 Data encrypt ……… 49

Table 3.3 Correlation between student readiness and frequency of GHGs mitigation behavior ………50

Table 3.4 Variables of non-correlated variable values ………52

Table 3.5 Describe the 36 observed variables that apply to the EFA model …… 53

Table 3.6 Factor matrix with Varimax rotation method ……… 58

viii

LIST OF FIGURES

Figure 1.1 Global investment trends and capacity of wind and solar energy …… 10

Figure 1.2 GHGs emission trends based on some sectors in Vietnam period 1994-2005 ……… 13

Figure 2.1 Paradigm of Theory of Reasoned Action (TRA) ………… 20

Figure 2.2 Paradigm of Theory of Reasoned Action (TRA) – new model ……… 21

Figure 2.3 The factors affecting students behaviors model (by author) ………… 25

Figure 2.4 Framework of research (by author) ……… 32

Figure 2.5 Process of approaching sequential mixture ……… 33

Figure 2.6 The Main Methods of research ……… 34

Figure 3.1 Average point of observed variables ……… 40

Figure 3.2 Students' perception of global warming - students' different education 45 Figure 3.3 Global warming awareness - student's income ……… 46

Figure 3.4 Readiness to take action for reducing GHGs ……… 48

Figure 3.5 Frequency of practicing reducing GHGs behaviors ……… 48

Figure 3.6 KMO and Bartlett’s Test results in EFA analysis ……… 56

Figure 3.7 Result of the principal component with varimax rotation ……… 56

Figure 3.8 Screen plot of six largest factors ………59

Figure 3.9 EFA result- case study in Ibaraki ……… 61

Figure 3.10 Factors effect to students’ behaviors in Ibaraki ……… 61

Figure 3.11 Group work activities results ……… 65

Figure 3.12 Main pledges and targets of Japan ……… 71

Figure 3.13 The path towards future framework in Japan ……… 73

Figure 4.1 Factors affecting to students’ behaviors on GHGs emission mitigation in Ibaraki 81

Figure 4.2 Factors affecting to students’ behaviors on GHGs emission mitigation in Hanoi 82

ix

LIST OF ACRONYMS

EFA Exploratory Factor Analysis

KMO Kaiser-Meyer-Olkin: Index is used to consider the

appropriateness of factor analysis

UNFCCC United Nations Framework Convention on Climate Change

IPCC

Intergovernmental Panel on Climate Change

According to UNFCC, Paris Agreement’s target is limiting global mean temperatures

to 2 degrees above pre industry levels and 1,5 degrees for a better scenario On the way toward Agreement, 192 countries submitted their Intended Nationally determined Contributions (INDCs) for global GHGs emission reduction/mitigation Each nation has their background and issues attached; there for Nationally Determined Contributions (NDCs) is customized appropriately with their various approaches

Some nations set absolute/fixed targets of GHGs mitigation, while others set targets below estimated business as usual (BAU) scenarios or emission intensity [Briner and Moarif, 2016] Each nation designed its NDCs system as a bottom-up process on the basis of self-determination and trust in collective action [Deprez et al., 2015] As result, both differing emphases between sectors and diffẻing levels of specificity of mitigation actions are reflected NDCs Countries are foreseen that they will upgrade their NDCs and make , more robustpledges toward their long-term goals [Deprez et al., 2015; Höhne et al., 2017] Agreement expects NDCs to update in 5 years starting in 2025, while countries are able to gain their pledged contributions anytime

Back from 2020, feedback and suggestions are received by participating countries with the Talanoaa dialogue to develop their NDCs [UNFCCC, 2015; Höhne

et al., 2017] Nonetheless, this process faces specific problems, such as the limited data available on costs and its and the mitigation potential of different options These challenges are particularly acute for the agriculture, forestry, and other land-use

2

sector [Kunreuther et al., 2014] An iterative refining process of available mitigation options and their consequences is fundamental to ensure the overall success of the Paris Agreement

In this condition, Vietnam’s government was committed to reducing 25% GHGs with international support and the reduction emission index will be 8% with domestic resources only However, the mitigation measures analyzed do not achieve their targets immediately but reach them progressively, which reduces the total amount of mitigation in the short term Moreover, most of the mitigation options that were assessed had no feasibility assessments on their adoption potential

Moreover, Vietnam and other countries do not have a long time to address climate change issues In the special condition of developing countries like Vietnam, government and citizens must take actions instead of thinking Therefore, priority tasks are finding how to promote GHGs emission reduction behavior It is important

to identify the factors that influence GHGs emission mitigation before completing the task

The question is, will humanity rely on what and whom to accomplish its goal of climate change mitigation? Or will humanity continue to trade and wait for intervention that is supposed to be "natural purification" by the Corona-Covid 19 virus? According to new satellite data published by the European Space Agency (ESA), air pollution from nitrogen dioxide has decreased by about 40% in three European cities during the blockade on a large scale to limit the spread of the corona virus that causes the COVID-19 pandemic

Dealing with life and global socio-economic values for "reducing greenhouse gas emissions by pandemic" is probably not an option that governments can risk recklessly Therefore, action, action, and action are all that humankind must do immediately, from the smallest actions such as saving electricity to global-scale action as developing renewable energy and eliminating fossil energy on the world energy production map, etc All actions now need synchronizing to take place from

an individual scale to a global scale However, how to promote social and personal

3

behavior in an effort to reduce GHGs? The problem is not only for natural scientists, who always try to find technological solutions and application techniques to mitigate climate change, but also a challenge for social scientists It is necessary for social scientists to optimize and realize the inventions and innovations of science and technology, forming a pincer to break the key of the fence that hinders it, which has been a process of reducing greenhouse gases for decades

Therefore, in order to help fill the gaps in social research projects on climate change mitigation, this study focuses on exploring the psychosocial aspects that are assessed as motivations or barriers to climate change mitigation action Because of the limitations of the researcher's condition as well as the duration of the project, the research emphasizes the analysis of factors affecting student behavior to mitigate climate change The reason for choosing students as the target group is that the researcher expects in the near future, it will be applied the intervention model - the impact of changing behavior of students; the target group is considered easy to access

to knowledge, means on climate change and environmental issues Simultaneously, students are also vanguard group, able to inspire and spread the message of reducing GHGs to other social groups such as adults, the elderly, and children More specifically, developmental psychology theory also emphasizes that student-young people are a relatively stable age of psychological development, as well as a golden stage in research study and strong decision-making to change behaviors if appropriate stimulus is met Contrary to them is the elderly group, who is difficult to access and receive new information as well as facing many barriers on conditions and time to change behaviors Meanwhile, children can easily acquire and learn new knowledge but also easily change perceptions of behavior in the process of psychosocial development, and children are also dependent groups of parents

Therefore, behavioral change education for children is a goal that cannot be ignored but will be suitable for long-term plans to reduce climate change With the expectation of an immediate contribution to the goal of reducing GHGs with significant effects in the near future, the student group is the most potential group that the author is aiming for On the other hand, with favorable conditions for fieldwork

4

in Japan and Vietnam, the author wishes to shorten the period of seeking solutions to promote climate change mitigation behavior of Vietnamese students by studying the successes and failures lessons from Japan - a developed and assessed country with relatively good control of GHGs [OECD, 2012]

Japan's GHGs emissions have been relatively stable since 1990 The Kyoto Protocol target of a 6% reduction on average by 2008-2012 has been achieved (taking into account carbon absorption by forest and the credit mechanism) CO2 emissions grew faster than the OECD average despite relatively weak economic growth and a stable population However, Japan's carbon intensity remains below the OECD average

Finally, with basic psychological knowledge and more than 5 years of working with disadvantaged groups, who are poor and ethnic minorities in Vietnam, the researcher realizes the serious impact of CC on people's material and spiritual lives

in disaster risk areas Moreover, even people do not realize that their living and farming activities also contribute to increasing climate change, which means that unforeseen hazards and natural disasters from CC will increasingly affect their lives more seriously Therefore, in parallel with adapting to climate change to prolong time and survival opportunities, reducing climate change is an urgent requirement for the government and people, especially in the developing countries under pressure from economic development and risks of the climate crisis, like Vietnam In fact, there are many ways to mitigate CC (according to European Environment Agency); and reduce carbon footprint (Carbon footprint) is one of the positive ways for GHGs reduction efforts to become actual soon From the researcher's perspective, the reduction of carbon footprint in living activities (production, consumption) is extremely urgent and can be implemented on a large scale Therefore, the researcher expects that students will be the pioneering forces in reducing carbon footprint in their daily living activities This is actual basis for students to spread these practical actions to the community, contributing strongly to reducing GHGs drastically on a domestic and international scale For all the above reasons, the author chooses to study on the topic:

Q1 How did belief in the existence of CC influence student's behaviors?

Q2 How did the student's perception of CC affect their GHGs mitigation behavior?

Q3 How did students' perception of CC Risk influence their behaviors?

Q4 What did personal factors influence students' GHGs reduction behavior?

Q5 What did social factors influence students' GHGs reduction behavior?

6

1.4 Purpose of the study

The study aims to get two main targets The first is building up and developing the theoretical basis of behavior theory and GHGs emission mitigation behaviors of students who represent the youth in developing countries like Vietnam and developed countries like Japan

On the other side, this study measures what factors affect GHGs emission mitigation behaviors in Vietnam and Japan and compare Vietnamese and Japanese people's behaviors on climate change mitigation Based on this background, the solutions will be found to consolidate and promote climate change mitigation behavior – directly related to mitigate GHGs emissions

1.5 Research objectives

The study aims to complete these below targets:

Create the theory system about students' behavior for GHGs emission mitigation and contribute to climate change mitigation This system includes definitions, characteristics, structures, behavioral mechanisms, and behaviors of students under climate change response

- Analyze the specific students’ behavior for GHGs emissions mitigation and the factors impacting their behavior and compare Vietnam and Japan

- Find out the main factors that affect students’ behaviors in GHGs reduction and climate change mitigation based on considering featured conditions of each region and demographic characteristics

- Identify and create action plans for mitigating GHGs emissions in Vietnam with the support and lesson learned from Japan

1.6 Scope of the research

- Scope of the research area: The research is conducted in Hanoi - a special city

- the leading center of cultural-economic-social development in Vietnam with

7

800,000 students And the same research model will be applied in Ibaraki is one of the moderately developed Japanese cities with 21,474 students

- Scope of research content: The research focuses on understanding reduction

behaviors and the GHGs emission mitigation behaviors of Vietnamese and Japanese students

- Scope of research object: The research was conducted with 399 students living,

studying, and working in Hanoi and 99 students in Ibaraki

1.7 Expected results

The study expects to complete the theoretical framework for students’ GHGs mitigation behavior characteristics as well as the psycho-personal and social factors affecting students' GHG reduction behavior

On the other hand, the study seeks to explore practical aspects to describe and analyze students’ GHGs mitigation behavior and independent factors - depending on its influence Thereby, the author draws on behavioral trends and proposes appropriate solutions to create positive changes in students, contributing to reducing GHGs emissions in particular, controlling global warming and climate change in general

1.8 Literature review

1.8.1 The effort of the world

22 May 2017: From a report on Norway’s energy policy to a partnership to raise awareness of air pollution and a financial app that reduces the carbon footprint of consumers, many recent developments have focused on climate change mitigation, including the reduction of emissions from energy consumption These initiatives contribute to achieving the Sustainable Development Goals (SDGs) 7 (clean and affordable energy) and 13 (climate action)

To achieve a low-emissions pathway, awareness-raising and behavioral changes will be key Two recent developments are aiming at educating citizens on their carbon footprint The UN Environment has entered in a multi-year partnership with Formula

8

E, the world’s first fully-electric single-seater racing series, with the aim of improving inner-city air quality by raising the profile of alternative energy solutions and increasing the uptake of electric vehicles According to the UN Environment, the partnership will also educate future consumers of electric cars and “challenge major cities and governments to take action to tackle pollution.” This partnership will thereby contribute to efforts to reach SDGs 3 (good health and well-being), 7 (affordable and clean energy), 11 (sustainable cities and communities), and 13 (climate action)

In other awareness-raising news, UN Environment has reported that approximately 200 million Chinese citizens use an app that tracks purchases made through a payment platform to award “green energy points” in the Ant Forest Program The app, developed by Ant Financial, a leading digital financial services company, uses a scoring system based on how environmentally friendly a purchase

is, for example buying a metro ticket instead of fuel for a car The points allow users

to grow virtual trees and compete with friends UN Environment pointed to the untapped power of digital finance to “mobilize people in support of sustainable development and the fight against climate change” The app will contribute not only

to achieving SDG 13, but also SDG 12 (responsible production and consumption), in particular, target 12.8 (By 2030, ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature)

A key element of climate change mitigation is the shift to zero-carbon energy Recent news from Africa and Norway has focused on the issue of increased renewable energy uptake The Government of India has reported that four African countries – Djibouti, Cote d’Ivoire, Somalia, and Ghana – have signed the framework agreement to join the International Solar Alliance (ISA) According to the Indian Government, there are 31 signatories to the ISA framework agreement, and six countries have ratified The ISA will come into existence as a legal entity once 15 countries ratify and deposit the framework agreement

9

The ISA is a common platform for cooperation among sun-rich countries lying fully or partially between the Tropics of Cancer and Capricorn seeking to massively ramp up solar energy, thereby helping to bend the global GHG emissions curve while providing clean and cheap energy The ISA activities will contribute to achieving SDG target 7.2 (By 2030, increase the share of renewable energy in the global energy mix substantially) The initiative was launched at the UN Climate Change Conference

in Paris, France, in December 2015 by the President of France and the Prime Minister

of India [Government of India Press Release, ISA Website]

The increasing uptake of renewables implies a decrease in fossil fuels, which will significantly affect the economies of countries exporting this type of energy This was one of the messages of the International Energy Agency (IEA) report on Norway’s review, which warns that as the world looks to cut its reliance on fossil fuels, the Norwegian Government should consider measures to prepare for a future with lower oil and gas revenues [IEA Press Release, Energy Policies of IEA Countries – Norway 2017 Review] The keys to unlocking a low-carbon future: effective public policy, business innovation, public support

Change at the speed and required scale will take political will, economic transformation, and public support Determining government action with locally, nationally, and globally is central to these efforts Public policy shapes markets and industries by creating standards, norms, incentives, and investment opportunities Business innovation creates new products, processes, and markets; drives consumer expectations; and paves the way for further advances The following graphic shows how rapidly wind and solar energy investments and capacity have grown in the past decade This growth is supported by a virtuous cycle that includes the adoption of supportive policies, the growth of renewable energy investments, and consumer adoption of new technologies and practices

10

Figure 1.1 Global investment trends and capacity of wind and solar energy

(sources: Bloomberg New Energy Fina)

Besides supportive policies on renewable energy and sustainable economy, action programs also promote voluntary participation in environmental philanthropy, integrating environmental activities with climate change issues, which contributes significantly to the goal of reducing GHGs

Philanthropy has a critical role to play in the transition to a prosperous, carbon world Philanthropy has already made significant contributions in the drive to prevent dangerous climate change – supporting research and analysis, educating stakeholders and policymakers, building greater awareness in the general public, and mobilizing critical constituencies for action However, it is not enough, the world has not been on track to solve the climate crisis yet The severity of this challenge, and the fact that climate change compromises progress toward other philanthropic goals such as poverty reduction and better public health, calls for philanthropy to do more Moreover, efforts to reduce GHGs emissions receive a small portion of total philanthropic spending in the U.S and globally Philanthropy can make a difference: More resources, smart investments, and greater collaboration will help accelerate change and strengthen our collective efforts to solve the climate crisis and ensure a prosperous future

low-11

1.8.2 The effort of Vietnam

According to the evaluation report of Working Group I of the Intergovernmental Panel on Climate Change (IPCC) issued in early 2013, climate change is one of the biggest challenges of humankind The effects of climate change on people and changes in climate systems have also been documented since the 1950s The main cause of climate change is GHGs emissions, mainly from human life and production activities GHGs are defined as components of the atmosphere created by nature and human activities They are capable of absorbing the longwave radiation reflected from the Earth's surface when illuminated by sunlight, then dispersing heat back to the Earth, which causes the greenhouse effect Continuing GHG emissions will aggravate global climate change as well as create negative impacts on nature and humans

GHGs emissions sources

Based on derivation, absolute emission level, emission trend as well as affecting level to total potential GHG emission of countries, the emission sources are divided into four main groups (see more at table 6.1 in appendix 6)

Energy: is one of the largest sources of GHG emissions nowadays This

sector often contributes to over 90% of CO2 and 75% of other GHG emissions in developing countries 95% of emissions from the energy sector are CO2, the rests are CH4 and NO at the same level Emissions in the energy sector are divided into three groups: emissions from burning fossil fuels (in energy industries, transportation activities, etc.); instantaneous emissions (amount of gas and steam emitted from compressors due to leakage, unwanted or infrequent emissions from the process of mining, processing, transporting fuel, etc.) and carbon recovery and storage activities

In which, emissions from burning fossil fuels contribute up to 70% of total emissions, typically from power plants and refineries

Industrial processes and product use (IPPU): Emissions from the IPPU sector

are emitted in industrial treatment processes; the use of GHGs in products and the use

of carbon in fossil fuels do not aim at generating energy In which, the main source

of emissions come from industrial processes to handle material in chemical or

12

physical way During these processes, many types of GHGs are generated, including: CO2, CH4, N2O, HFCs and PFCs IPPU sector contributes about 7% of the emissions generated from Annex I countries (UNFCCC, 2008) and approximately 6% in non-Annex I countries (UNFCCC, 2005)

Agriculture, forestry, and other land use (AFOLU): The main sources of

emissions include CH4 and N2O emissions from livestock, wet rice cultivation, agricultural land, burning activities in agricultural production, CO2 emission/absorption in agriculture, forestry, and land-use change Generally, the AFOLU sector contributes about 30% of global GHGs emissions, mainly due to CO2 emissions from land use changes (mostly from tropical deforestation) and CH4, N2O from crop production and raising cattle

Waste: Types of GHGs can be generated in the waste sector, including CO2,

CH4 and N2O The main sources of GHGs in the waste sector are recognized as solid waste burial, biological treatment of solid waste, incineration and waste burning, treatment and discharge of wastewater Normally, CH4 emissions from solid waste disposal sites (SWDS) account for the largest proportion of the total GHGs emissions

of this sector CH4 in wastewater discharge and treatment also plays a relatively important role Besides, discharging, treating solid waste and wastewater also create non-methane volatile organic compounds (NMVOCs), NOx, CO, and NH3 NOx is mainly generated when burning waste, while NH3 is generated during composting NOx and NH3 can indirectly generate N2O However, this amount of N2O accounts for a small, negligible percentage

GHG emissions situation in Vietnam

In the period of 2001-2010, Vietnam's economy achieved certain achievements All sectors and fields of the economy have developed well However, with the growth

of the economy as well as development in social life, the amount of GHGs emissions

in Vietnam is increasing more and more in all sectors Based on the results of national GHGs inventories in 1994, 2000, and 2005, emissions in Vietnam are shown in Table 1.1, in which, emissions in base years are converted to CO2 equivalent

13

In the energy sector, in Vietnam, GHGs is mainly emitted from the process of burning fuel and instantaneous emissions in mining and transportation In particular, fuel-burning activities are common in the power generation industry, industry and construction, tran, trade/agriculture/forestry/fishery, and some other industries Emissions from GHGs emissions are mainly due to coal, oil, gas mining, and gas leakage; in which, GHGs from burning fuel accounts for about 85-90%

Figure 1.2 GHGs emission trends based on some sectors in Vietnam period

1994-2005 (source: Vietnam environment administration magazine, 2014)

The main types of industrial production that produce emissions in the industry sector are cement production, lime production, ammonia production, carbide

production, and producing iron and steel

According to the GHGs inventory results in 1994, the amount of GHGs emissions

in the agricultural sector was 52.45 million tons of CO2 equivalent, accounting for 50.50% of the total GHGs emissions of the country In forestry, land-use change is 19.38 million tons of CO2 equivalent, accounting for 18.70% of total national GHGs emissions By 2005, the amount of GHGs emissions in the agricultural sector was 80.58 million tons of CO2 equivalent, accounting for 49.37% of total GHGs emissions of the country (in which, emissions from rice cultivation accounted for 44.49%; from agricultural land was 32.22%, from enteric fermentation was 11.54%,

Two sectors that currently have the largest emissions proportion are agriculture and energy However, emissions from energy consumption and production will tend

to increase rapidly in the coming years both in terms of total volume as well as the proportion in emission structure According to updated data in 2010, greenhouse gas emissions in the energy sector have reached the limit of 146.2 million tons of CO2 This figure was further raised to 151.4 million tons in 2013 [MONRE, 2017] Like most other countries, energy will be the sector accounting for the largest proportion

of emissions in the national economic structure in the coming years

Facing challenges on the development path, Vietnam has determined that it is necessary to respond proactively and effectively to climate change in order to ensure sustainable development by consulting experiences of countries approaching climate change as a matter of development rather than a pure environmental matter Issuing appropriate policies and investments will help achieve the adaptive goal of enhancing viability while minimizing contributing to general efforts, taking advantage of opportunities to develop an economy having resilience on climate change and responsible participation in the global economy

15

Ministry of Planning and Investment is identified as the leading agency, together with ministries and sectors prepare the Vietnam Green Growth Strategy Since the beginning of August 2011, Ministry of Planning and Investment has set up a working group, including policy makers, domestic and foreign experts, to create a draft together a green development strategy framework

The overall objective proposed by the Strategic Framework Draft is that Vietnam will basically establish economic, social, and scientific-technological bases to realize green, low-carbon growth and build the economic structure The Draft is basis for combining economy, society, and environment efficiently, applying more and more green technologies, forming green lifestyles, and sustainable consumption

Up to 2020, specific targets focus on three main objectives to reform growth models and restructure the economy: (a) reducing GHGs and increasing the use of clean and renewable energy; (b) greening production; (c) greening lifestyles and promoting sustainable consumption By 2050, Vietnam will establish adequately appropriate physical, technical, human resources, and institutional foundations to disseminate and implement green economic growth methods

The strategy also identifies a number of quantitative indicators such as energy saving, use of renewable energy, reducing emissions in agriculture, cleaner production, investment percentage for the environment, green GDP Solutions and policy options can be: economic and technological restructuring, finance, direct, supervise, violations handling, and integrate

1.8.3 Studies related to the issue of factors that impact students' climate change mitigation behaviors

On 28 April 2012, Shis-Ping Lin analyzed “The gap between global issues and

personal behaviors: pro-environmental behaviors of citizens toward climate change

in Kaohsiung, Taiwan”.” Based on this research, Taiwan ranked 22nd worldwide in greenhouse gas emissions One-third of these emissions come from the city of Kaohsiung, Taiwan To mitigate global warming, the Taiwanese government and non-governmental organizations (NGOs) of environmental protection have promoted

a series of energy conservation methods based on citizens’ pro-environmental

After that, on November 2015, Xiwang Li and partner pointed out some interesting results with “Carbon footprint analysis of student behavior for a sustainable university campus in China” The research indicated that sustainable urban design, systems-level organizational planning, and human behavior have all been recognized for their potentially important roles in helping to reduce energy costs and associated environmental impacts, including greenhouse gas emissions With their long planning timeframes, university campuses, centralized organizations, and dense populations are ideal places to examine these carbon mitigation strategies This study developed a novel methodology for estimating an average student's personal carbon footprint and deployed it at a university in Shanghai Given the scarcity and uncertainty of existing information, we created and administered an online structured survey to capture students' energy consumption patterns, behavioral tendencies, and willingness to engage in energy conservation Survey responses, combined with utility data and emissions calculations, indicated that the average annual carbon footprint was a relatively modest 3.84 tons of CO2 equivalent per student, with 65% attributable to daily life, 20% to transportation, and 15% to academic activities like

17

studying The top three individual uses were dining (34%), showering (18%), and dorm electricity loads (14%) Men, graduate students, and students from metropolitan areas had higher footprints than women, undergraduates, and students from rural areas and small towns Communal activities like dining in the dining halls, showering

in communal showers, and studying in the library were all observed to lead to lower carbon footprints These analyses can help identify student behavior changes that will

be most effective at reducing aggregate carbon emissions Awareness campaigns may

be effective, given that 87% percent of respondents said they engaged in saving behavior, but only 22% reported turning off electronics when they are not in use Survey responses and carbon footprint calculations were also used to identify actions the university could take to reduce emissions, both now and in terms of upgrades as the campus develops, and Chinese living standards continue to rise

energy-In another approach, Laura Bofferding's team showed that “Middle and high school students’ conceptions of climate change mitigation and adaptation strategies” They said that both scientists and policy-makers emphasize the importance of education for influencing pro-environmental behavior and minimizing the effects of climate change on biological and physical systems Education has the potential to impact students’ system knowledge – their understanding of the variables that affect the climate system – and students’ action knowledge – their understanding of behaviors that can impact the system Research on climate change education has largely focused on system and action knowledge that address mitigation while overlooking equally necessary adaptive responses This study used a pre/post-test format to identify aspects of middle and high school students’ climate system knowledge and action knowledge of both mitigation of and adaptation to climate change Results indicate that adolescents currently conflate climate change mitigation strategies with unrelated environmental problems far less than previous surveys However, students demonstrated a limited understanding of adaptive responses to climate change Students expressed a stronger system and action knowledge after engaging in an instructional unit on climate change, but significant misconceptions remained that conflated mitigation of and adaptation to climate change

18

In fact, there are not many research projects focusing on student behaviors that contribute to efforts to reduce greenhouse gas emissions Meanwhile, many studies are focusing on the role of household behavior in relation to climate change mitigation Typically, a study by Healther Barnes, University of North Florida analyzed "Perceptions of behaviors that cause and mitigate global warming and intentions to perform these behaviors."

Individual household and travel behaviors represent a sizable contribution to U.S greenhouse gas emissions This paper investigates people's knowledge of these behaviors and perceptions of these behaviors' impact in causing and mitigating climate change In the present study, a sample of college students was asked to list the behaviors they perform that cause global warming (GW) and the behaviors they could perform to mitigate GW, to rate the impact of the behaviors in terms of their effect on causing or mitigating GW, and to rate their intention to perform each of the behaviors Results revealed that this sample was well aware of the effect of driving

on GW However, participants underestimated the relative impact of adjusting the thermostat and eating meat on GW and overestimated the impact of littering on causing GW Although knowledge about GW-mitigating behaviors was not consistently related to behavioral intention, the belief that a behavior mitigated GW (whether accurate or not) was strongly related to the intention to perform that behavior Specifically, correlations between belief in the mitigating potential of a behavior and intention were relatively high for adjusting the thermostat, reducing meat consumption, and several behaviors that do not mitigate GW, but were relatively low for reducing driving and not littering Practical implications and comparisons with previous literature are discussed

Based on the global and Vietnam efforts in reducing climate change and global warming, the role of social research becomes more and more important It is not difficult to find solutions, scientific and technological studies in this regard However, how to apply these solutions in personal life - social community; how to change human behavior and production habits is a big question Therefore, the contribution

is also a big question that needs to be answered in the present time because humanity does not have much time and opportunity to save the current climate crisis If there is

no action today, the human race no longer has any chance at the present time Therefore, ignoring studies that characterize the behavioral structure and factors affecting the reduction of GHGs in humans in general and students - young people in particular, is a big gap In fact, there have been many studies on reducing GHGs of individuals in their daily life, but the authors focus on household groups In Vietnam, there has been almost no in-depth research to analyze student behavior and find solutions to promote the participation of this large force Therefore, this study is conducted with the desire to contribute to fill those gaps so that student participation

is increasingly confirmed and promote effective solutions to reduce GHGs, control the rise in temperature and climate crisis

Theory of Reasoned Action - TRA

The theory of reasoned action was first developed in 1967 by Fishbein, then revised and extended by Ajzen and Fishbein (1975) According to this theory, individuals have a basis and motivation in their decision-making process and make a reasonable choice among the best solutions and tools to judge behavior as intention and action is determined by a person's intent to perform (BI) behavior According to Ajzen and Fishbein (1975), the intention of behavior will be influenced by attitudes

to behavior and subjective criteria of behavior ( fig.2.1)

Figure 2.1 The paradigm ofTheory of Reasoned Action (TRA)

(Source: Ajzen and Fishbein, 1975; Schiffman, 1987) Behavioral decisions are influenced by two factors: attitude and social influence

Of which: The attitude toward the decision is an expression of the individual elements representing a positive or negative belief of consumers about the product

Advantages: The TRA model is like a three-component attitude model This model combines three components: perception, emotion, and trend components arranged in a different order from the three-component attitude model The attitude measurement method in the TRA model is similar to the multi-attribute attitude

It was because of these restricts, until 1991 Ajzen and Fishbein added to their theoretical model and developed a new model to explain the mechanisms and factors that affect individual behavior (Figure 2.2)

Figure 2.2 Paradigm ofTheory of Reasoned Action (TRA) – new model

(source: Ajzen & Fishbein, 1991)

2.1.1.2 Social learning theory

Psychologist Albert Bandura proposed a social learning theory that observing, imitating, and modeling play a key role in this process Bandura's theory incorporates elements from behavioral theory - arguing that all behaviors are learned through conditional processes, and theories of cognition - focusing on understanding the mental effects of logic such as attention and memory

During the first half of the twentieth century, behavioral psychology became the dominant school Behavioral psychologists view that learning is the result of direct experience with the environment through association and reinforcement processes

There are three core concepts at the heart of social learning theory The first is the idea that people can learn through observation Next is the view that the inner mental state is an integral part of this process Finally, this theory recognizes that when we learn something, it is not synonymous that a change in behavior will occur

Bandura explained in his 1977 Social Learning Theory, "Learning will become extremely arduous, even dangerous if people only rely on the effects of behavior to

decide what to do next Fortunately, most human behaviors are learned visually through models: from observing others, we form an idea of how the behavior is formed In a related association after that, this encrypted information serves as a guideline for action”

People can learn through observation In one of the most famous experiments in the history of psychology, Bandura described the phenomenon of children learning and imitating behaviors they observed from others The children in Bandura's study observe an adult behaving violently on a Bobo doll These children are then allowed

to play with Bobo dolls in the room, and they begin to imitate the violent behavior they observed earlier

Bandura identifies three basic models of observational learning: A living model, that is, an entity that describes or performs behavior A model of verbal instructions, here are descriptions and explanations of behavior An iconic role model, that is, a real or fictional character who acts in a film, newspaper, television show, or online

23

media Learning through observation doesn't always have to observe someone performing an action Listen to instructions, as when listening to the Podcast application, learning can still be formed We also learn through reading, listening, or watching the actions of characters from movies or books

This is the kind of observational learning that sparked controversy between parents and psychologists regarding the impact of contemporary mass media culture

on children Many people worry that children may learn from bad behaviors such as aggression from video games, movies, television shows, and online videos

Mental states play an important role in the learning process of certain knowledge

or behavioral pattern Just observing the actions of others is not always enough to lead to learning The current state of mind and motivation also plays an important role in determining whether certain behaviors are learned Although behavioral theories claim that it is the reinforcement from the outside that creates learning, Bandura realizes that reinforcement does not always come from outside resources

Bandura notes that external reinforcement from the environment is not the only factor that influences learning behavior and processes He describes reinforcement from inside as a form of reward that emanates from people’s inner, pride, satisfaction, and a sense of accomplishment It emphasizes intrinsic thoughts and perceptions, connecting learning theories with cognitive development theories Although many books incorporate social learning theories into behavioral theories, Bandura describes his approach in a specific way and calls it a "social learning doctrine."

Learning does not necessarily lead to a change in behavior

So how do we determine when we learn something? In many cases, learning can

be observed as soon as the new behavior is shown When you teach a child to ride a bicycle, you can quickly determine if learning is happening when the child can walk independently without a hold

But sometimes, we can learn something even though this learning process is not visible Some behavioralists believe that learning leads to a long-term behavioral

Attention: To learn, you need to focus on it Anything that distracts your attention will have a negative effect on learning through observation If the learning pattern is interesting or the situation is new, it is highly possible that you will focus more on learning

Memorizing ability: The ability to store information is also an important component in the learning process Memorization may be influenced by a number of factors, but the ability to retrieve information later and process it based on that information is vital to observational learning

Behavioral simulation: Once you have focused on the model and stored information, now is the time to actually perform the behavior you observe The more you practice behaviors through learning, the more you will improve and enhance your skills

Motivation: Finally, in order to learn through observation to be successful, people must be motivated to mimic behavior that has been modeled

Consolidation and punishment play an important role in motivation Although it

is very effective to directly experience the factors that create these motivations, observing others by yourself is equally effective For example, if you see a student rewarded for coming early, you may appear a few minutes earlier everyday Social learning can be used to teach people about positive behaviors Researchers can use this theory to explore and grasp the ways in which positive patterns can be used to encourage desired behaviors and support social change

25

Based on the two foundational theories, the author builds a behavioral model and factors that influence behavior as the model in figure 2.3

Figure 2.3 The factors affecting students’ behaviors model (by author)

2.1.2 The concept and structure of behavior

2.1.2.1 Behavior concept

There are many views on behavior, according to behavioral psychologists, that behavior is understood as the total number of superficial movements that arise in response to a stimulus by the formula: stimulus - reaction (SR) Where S is stimulation and R is reaction For each stimulation, S will react R, or similar from stimulation S1 will derive the reaction R1

In another approach, German psychologist Abraham Maslow introduced the concept of "magnetic field" in physics into psychology, so he drew the following argument: Psychology and human behavior are determined by the reciprocal effect between intrinsic needs and the surrounding environment When human needs are not satisfied, tension in the internal force field, and the surrounding environmental factors cause triggers The direction of human behavior is determined by the intrinsic force field and the reciprocal effect of the surrounding force fields In which the most decisive factor is the tension of the internal force field

P: is a personal need (that is, internal psychological demand)

E: is an objective situation that has affected the external situation)

f: is the function notation

This formula clarifies that human behavior B is a function of demand P (intrinsic factor) and the situation E at that time

By the multi-dimensional approach, based on inheriting some of the views of the

authors analyzed above, the research uses the concept of behavior as a "combination

of human reactions to meet needs which are somehow suitable for subjective and objective circumstances Human behavior has a historical social nature."

2.1.2.2 Structure and characteristics of behavior

Human behavior, due to itself, time, events, changing things also change differently But it does not mean that behavior is something that cannot be captured and assessed Throw away the superficial phenomenon of human behavior, and we can find some common characteristics below:

1) Spontaneity: Human behavior is automatic, spontaneous, not passive Foreign things can only affect, even alter human behavior, but cannot lead to human behavior

2) Originality reason: Any action produced has its specific cause

3) Purpose: Human behavior is not blind It has not only a root cause but also a certain goal The person nearby may find that the behavior is unreasonable, but the action person finds it appropriate to his or her goals

of conditions such as time and place, society has different behaviors that are produced

This study uses the concept of climate change mitigation published by UNFCCC

“climate change mitigation is any action taken to reduce the impact of climate change

by reducing emissions of greenhouse gas emissions in the present time or reducing greenhouse gas emissions will occur in the scenario of free economic development Examples of mitigation: switching from coal-fired power plants to using solar power, reforestation efforts, or offsetting carbon emissions with efforts to reduce carbon emissions.”

2.1.3 Concepts and psychological characteristics of students

2.1.3.1 Student concept

The term "student" is derived from a Latin word: "Students" means people who work, study, learn, exploit knowledge (Encyclopedia - Russian) Under common sense, "students" are people who are studying in universities and colleges

This topic uses the concept of students being a part of the youth studying at universities, secondary schools, and colleges They are a specific social group that is

in the process of developing and perfecting their personality, actively learning, and preparing to join the country's high-tech knowledge and labor force In any period of history or culture, students are always a dynamic, creative force and a high-quality human resource of society Students are mostly between the ages of 18 and 25 with

28

the psychological and social characteristics of this age group [Nguyen Anh Hong, 2002]

2.1.3.2 Psychological characteristics of students

The development of students' self-assessment, self-awareness, and self-education Self- assessment is one of the important qualities, a high level of personality

development Self-evaluation has the meaning of orienting, adjusting activities, and acts of subjects in order to achieve the goals and ideals of living voluntarily It helps people not only know people but also themselves

Self-assessment arises very early in humans, from about three years old when the simple ego is formed It continues to develop, and by adolescence, the ability to self-assess develops to a level that is mutated with the expression of a different social ego than the simple ego At a young age, especially the student period, self-esteem thrives with rich and profound expressions

Self-assessment in student age is a form of cognitive activities, in which the object of perception is the subject itself, the process of which the subject collects and processes information about itself, indicating the degree of multiplication how to exist in itself, from which there are appropriate attitudes, behaviors, and activities to self-adjust and educate themselves to perfect and develop

The characteristics of self-assessment in students are comprehensive and profound Its specific manifestation is that students not only assess their own image

of external nature, form but also delve into personality qualities and personality

values Student self-assessment not only answers the question Who am I? How am I? What qualities do I have? At this age, I can explain the question Why am I like that?

The level of evaluation in the name carries critical and reflective elements clearly Therefore, self-assessment in students also means self-awareness and self-education

Self-awareness is a highly developed level of consciousness It helps students have an understanding of their attitudes, behaviors, and gestures to actively direct

Self-assessment of the intellectual level is an important component in awareness and self-education in students Students who underestimate themselves in this way often make it difficult for them to study Therefore, it is necessary to help these students change their self-assessment to a more positive and confident level This will change the general attitude towards the students themselves so that the students' confidence and self-esteem development in a good way, creating conditions for the rise in learning, striving, personality training

self-In summary, personality qualities such as self-assessment, self-awareness strongly develop in the student age These personality qualities have great meaning

to self-education and self-improvement in the positive direction of students

The social role of students

Students are a social class, an important social organization for all political institutions They are a group of people in a transitional position, preparing for a team

of highly qualified knowledge and career in society They will be the main reserve for the contingent of experts from different professions in the structure of social