VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY THAI HOANG NHA UYEN STUDENTS' KNOWLEDGE, ATTITUDES, SKILLS, AND CHALLENGES FOR SUSTAINABLE DEVELOPMENT A case study at post-secondary education in Ho Chi Minh City, Vietnam MASTER'S THESIS VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY THAI HOANG NHA UYEN STUDENTS' KNOWLEDGE, ATTITUDES, SKILLS, AND CHALLENGES FOR SUSTAINABLE DEVELOPMENT A case study at post-secondary education in Ho Chi Minh City, Vietnam MAJOR: GLOBAL LEADERSHIP CODE: 8310210.01QTD RESEARCH SUPERVISORS: PROF. PHAM HONG TUNG PROF. KATSUMA YASUSHI Hanoi, 2023 STATEMENT OF COMMITMENT Throughout this research, it is of the utmost importance that I demonstrate my understanding and dedication to upholding ethical standards and preventing any form of plagiarism. I rigorously adhere to the guidelines outlined in the Decision Rector of Vietnam Japan University no.
700/Q-HVN dated September 30, 2021, which outlines the regulations for preventing plagiarism in academic and scientific activities. I acknowledge the importance of academic integrity and pledge to properly attribute and cite all sources used in our research, ensuring that any ideas or information obtained from external works are properly credited. This commitment promotes a culture of academic integrity and intellectual rigor by ensuring the veracity, originality, and authenticity of my research findings. June 2023 Thai Hoang Nha Uyen ACKNOWLEDGEMENT Prof.
Pham Hong Tung, Prof. Katsuma Yasushi, and Dr. JungHyun Jasmine Ryu have provided me with invaluable guidance, abiding support, and unwavering encouragement throughout the entirety of my Master's Thesis completion. Their dedication, expertise, and commitment to academic excellence were instrumental in molding my ideas, refining my skills, and augmenting my research.
I would like to thank VNU Vietnam Japan University for the studentship and the scholarships that enabled me to pursue a Master's degree and complete this research. Academic rigor, intellectual diversity, and a global perspective at VJU have provided me with a life-altering, illuminating, and empowering educational experience that I will forever cherish. Ho Chi Minh City Industry and Trade College (HITC), particularly Deputy Rector Dr. Nguyen Anh Tuan, Faculty Director Dr.
Ho Hoai Nam, Dr. Nguyen Thi Le, and Mr. Dang Minh Tuan, provided generous support and assistance throughout the research. In particular, I would like to thank my father for all the help he's given me.
He is crucial to the accomplishment of my research. Without him, I would not have enough information to draw any conclusions. My gratitude goes to all the individuals who have supported me through the research process, regardless of how they assisted me. June 2023 Thai Hoang Nha Uyen ABSTRACT This research investigates the knowledge, attitudes, skills, and challenges of junior college students in Ho Chi Minh City (HCMC), Vietnam, regarding sustainable development (SD).
A mixed-methods approach was utilized, including a quantitative phase to assess knowledge and attitudes and a qualitative phase consisting of interviews with teachers from a sustainable development exchange program. The quantitative results indicate that students have a firm grasp of sustainable practices, with no significant gender differences. However, male students are more optimistic than female students. The qualitative phase reveals that students acquire essential skills such as communication and collaboration but confront challenges such as language proficiency and budgetary constraints.
The implications suggest the importance of quantitatively addressing knowledge and attitudes and qualitatively investigating skills and challenges. This research highlights the need for education for sustainable development (ESD) in junior college curricula and assists students in acquiring the skills necessary for sustainability initiatives. Future research should concentrate on curriculum design, teacher preparation, and long-term behavioral effects. This research contributes to educators' and policymakers' comprehension of SD in the context of junior colleges in Vietnam.
Keywords: sustainable development, education for sustainable development, HCMC- based junior college, exchange program TABLE OF CONTENTS LIST OF TABLES…………………………………………………………………………………. i LIST OF FIGURES……………………………………………………………………….……… ii LIST OF ABBREVIATIONS…………………………………………………………………. iii CHAPTER 1: INTRODUCTION…………………………………………………………….5 CHAPTER 2: LITERATURE REVIEW…………………………………………………….1 Education for Sustainable Development………………………………………………….1 Importance of Education for Sustainable Development………………………….2 Education for Sustainable Development in Vietnam……………………………….2 Knowledge and Attitudes for Sustainable Development…………………………… 10 2.3 Analytical Framework………………………………………………………………………12 CHAPTER 3: METHODOLOGY………………………………………………………….2 Thematic Analysis……………………………………………………………………… 36 CHAPTER 4: FINDINGS……………………………………………………………………. 51 REFERENCES…………………………………………………………………………………… 52 LIST OF TABLES Table 2.1 Analytical Framework rendered by the author………………………………….1 Items under the 'Knowledge' construct coded by the author………………….2 Items under the 'Attitudes' construct coded by the author…………………….3 Age by SPSS………………….4 Student Year by SPSS.5 Gender by SPSS.6 Employment by SPSS.7 Majors by SPSS.8 EP Participants by SPSS.9 Cronbach's Alpha Value of KEnv by SPSS………………………………………22 Table 3.10 Item-Total Statistics of KEnv by SPSS………………………………………….11 Cronbach's Alpha Value of KSoc by SPSS…………………………………….12 Item-Total Statistics of KSoc…………………………………………………….13 Cronbach's Alpha Value of KEco by SPSS…………………………………….14 Item-Total Statistics of KEco by SPSS………………………………………….15 Cronbach's Alpha Value of ASoc by SPSS…………………………….16 Item-Total Statistics of ASoc by SPSS………………………………………….17 Cronbach's Alpha Value of AEco by SPSS…………………………….18 Item-Total Statistics of AEco by SPSS………………………………………….19 KMO and Barlett's Test by SPSS…………………………………………………25 Table 3.20 Total Variance Explained by SPSS…………………………………………….21 Pattern Matrix rendered by the author………………………………………….22 Standardized Regression Weights by AMOS………………….23 Pre-Model Chi-Square test by AMOS………………………….24 Pre-Baseline Comparisons by AMOS……………….25 Pre-RMSEA by AMOS…………………………………………………………….26 Post-Model Chi-Square test by AMOS………………………………………….27 Post-Baseline Comparisons by AMOS………………………………………….28 Post-RMSEA by AMOS…………………………………………………………., p-value of Standardized Regression Weights by AMOS.30 Improvement of Model Fit Indices ……………………………………………….31 List of structured open-ended interview questions rendered by the author35 Table 3.32 Theme of "Skills"……………………………………………………………………37 Table 3.33 Theme of "Challenges"…………………………………………………………….1 'Knowledge' Group Statistics by SPSS……………………………………………39 Table 4.2 Independent Samples Test of 'Knowledge' by SPSS………………………….
'Attitudes' Group Statistics by SPSS…………………………………………….4 Independent Samples Test of 'Attitudes' by SPSS………………………………40 Table 4.5 Post-Estimates of Standardized Regression Weights among the unobserved variables by AMOS……………………………………………………………………………….41 i LIST OF FIGURES Figure 1.1 Structure of the education system in Vietnam………………………………….1 CFA with Standardized Regression Weights by AMOS………….2 SEM with Standardized Regression Weights by AMOS……………………. 32 i i LIST OF ABBREVIATIONS CFA Confirmatory Factor Analysis DESD UN Decade of Education for Sustainable Development EFA Exploratory Factor Analysis EP the Inbound Exchange Program in Singapore ESD Education for Sustainable Development HCMC Ho Chi Minh City HITC Ho Chi Minh City Industry and Trade College ITE Institute of Technical Education MIT Ministry of Industry and Technology MOET Ministry of Education and Training MOLISA Ministry of Labour, Invalids and Social Affairs SD Sustainable Development SEM Structural Equation Modeling ii i CHAPTER 1: INTRODUCTION 1.1 Background The anticipation of formal connections between society's pursuit of SD and education has existed for some time. The Brundtland Report of 1987 (UN, 1987) suggested that "the world's teachers. have a crucial role to perform" in bringing about 'the extensive social changes' required for SD.
Agenda 21, adopted after the 1992 United Nations Conference on Environment and Development, stated that "Education is essential for promoting sustainable development and improving the capacity of people to address environment and development issues. It is essential for achieving environmental and ethical awareness, values and attitudes, skills and behavior consistent with sustainable development, and for effective public participation in decision-making. To satisfy the demands of an increasing number of environmental, social, and economic challenges, professional education will require a significant overhaul in the future decade. However, although the need for curriculum renewal to deliver ESD has been recognized for more than three decades, the response has been generally slow, with a few exceptions.
Although there are indications of progress, it is typically limited to isolated instances rather than permeating all sectors (Desha & Hargroves, 2013). In addition, incorporating ESD into post-secondary education is essential for preparing the next generation of leaders and professionals to address sustainability challenges, cultivate responsible citizenship, and ensure a sustainable future for all. Existing literature on the integration of ESD has concentrated primarily on students in traditional post-secondary contexts. However, there is a notable dearth in the literature regarding junior college students.
Specifically, there is a paucity of comprehensive knowledge, attitude, and skill assessments designed to enhance ESD implementation and integration within this demographic. Besides, comprehensive awareness about SD involves gaining knowledge alongside cultivating positive attitudes while refining one's skills related to sustainability issues that bear relevance across diverse contexts concerning social 1 improvement, economic development and environmental conservation initiatives. Attitudes drive students’ desire for changing personal behaviors or advocating for changes impacting wider communities geared toward achieving greater SD outcomes globally. With such positive attitudes encouraged by critical thinking faculties paired with collaborative approach mindset nurtured by relevant training produce personnel who can deliver significant contributions aimed at advancing a sustainable future living condition globally.
These attributes breed leadership potential where individuals take up societal responsibilities promoting robust policy ideas prioritizing equity in tackling pressing challenges affecting students livelihoods negatively.2 Scope The purpose of including students from other junior colleges in HCMC in the survey was to gain a broader understanding of knowledge, attitudes, skills, and challenges regarding SD. Due to time constraints, limited connectivity, and the need to obtain permission from other institutions, it was determined that the survey would be conducted exclusively at HITC. Despite its limited scope, this research seeks to provide valuable insights into fostering HITC students' awareness and engagement with SD. The findings can serve as a jumping-off point for further research and discussions regarding the integration of ESD into post-secondary institutions in Vietnam.
HITC is a junior college (Figure 1.1) in HCMC that is renowned for its commitment to fostering well-rounded individuals and comprehensive training. HITC has been providing students with the knowledge, professional skills, and a positive attitude for over 43 years (HITC, 2020). As part of its commitment to excellence, 20 HITC students were chosen to join the very first exchange program of HITC, which is related to SD and ESD. The students participated in a 2-week inbound exchange program conducted in Singapore ("EP").
EP aimed to provide the students with a comprehensive comprehension of Singapore's sustainability initiatives and to encourage knowledge sharing among students. EP was designed following the Singapore Green Plan 2030 ("SGP 2030") and covered numerous facets of sustainable development. Throughout EP, the students engaged in a variety of activities and site 2 visits to learn about Singapore's efforts to promote sustainability. The agenda included sessions on the five principal programs that support SGP 2030: City in Nature, Resilient Future, Green Economy, Energy Reset, and Sustainable Living.
The students were introduced to ITE's environmental sustainability objectives and initiatives and explored topics including urban agriculture, food security, circular economy, green buildings, energy efficiency, logistics, and water sustainability. In addition to tours, field visits, and interactive sessions, EP combined theoretical knowledge with hands- on experience. The students were able to tour ITE's facilities, which included the Eco Trail at College East, urban farming initiatives, electronic refuse recycling programs, and solar photovoltaic training setups. In addition, they participated in hands-on activities concerning sustainable living, smart campus initiatives, and emerging technologies in the logistics industry.
The itinerary included recreational and cultural activities such as a Singapore heritage trail, a visit to Jurong Lake Garden, and a journey to Sentosa (Universal Studios Singapore). Throughout EP, the students also worked on a project with interim presentations and feedback sessions (HITC, 2022).1 Structure of the education system in Vietnam (Tran et al., 2016) "Vietnam's tertiary (post-secondary) education includes higher education in the form of formal and non-formal academic training, professional education and 3 vocational training. While professional and higher education is under the auspices of the Ministry of Education and Training (MOET), vocational education is largely managed by the Ministry of Labour, Invalids and Social Affairs (MOLISA)" (Tran et al. Nevertheless, HITC pertains to vocational training (Figure 1.1) and is governed by the Ministry of Industry and Trade (MIT) rather than MOLISA (HITC, 2020).3 Objectives To promote SD in this rapidly increasing metropolitan region, junior college students in HCMC, Vietnam, must be assessed on SD knowledge, attitudes, and skills.
Educators may create sustainable programs by recognizing students' knowledge and attitudes. This evaluation can help students make educated decisions and advocate for SD policies. SD skills also help future leaders and professionals address city-specific sustainability issues, making HCMC greener and more sustainable. The purpose of this research is to acquire a comprehensive understanding of the students' current knowledge and attitudes regarding SD, as well as to investigate the practical aspects and challenges they face in developing the required skills.