VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY PHAM THANH HAI AN ASSESSMENT OF PEDAGOGICAL STUDENT'S AWARENESS ABOUT CLIMATE CHANGE EDUCATION IN VIETNAM'S UPPER SECONDARY EDUCATION PROGRAM – CASE STUDY AT HANOI UNIVERSITY OF EDUCATION MASTER'S THESIS VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY PHAM THANH HAI AN ASSESSMENT OF PEDAGOGICAL STUDENT'S AWARENESS ABOUT CLIMATE CHANGE EDUCATION IN VIETNAM'S UPPER SECONDARY EDUCATION PROGRAM – CASE STUDY AT HANOI UNIVERSITY OF EDUCATION MAJOR: CLIMATE CHANGE AND DEVELOPMENT CODE: 8900201.02QTD RESEARCH SUPERVISOR: Dr. NGUYEN THI HANG NGA Dr. TRAN KHANH VAN Hanoi, 2021 PLEDGE I hereby declare that this thesis is the work of my personal research. All data used in the thesis is my own investigation and analysis and has not been published in any form.
In addition, several references have been appropriately cited in the report. I take full responsibility before the Master of Climate Change and Development Program and Viet Nam Japan University for this commitment. Hanoi, August 2021 Pham Thanh Hai ACKNOWLEDGMENT During writing this thesis, I have received the dedicated guidance of Dr. Nguyen Thi Hang Nga and Dr.
Tran Khanh Van. Therefore, I want to send them my sincerest and deepest thanks. In addition, I would like to express my appreciation to Dr. Nguyen Trung Thu, who took the time to guide me in data analysis and taught me how to use SPSS software.
I extend my thank to the lecturers, officers, and staff of Hanoi National University of Education, especially the first and fourth-year students who participated in the thesis survey. I am grateful to the lecturers and staff of Vietnam Japan University and the MCCD Program, particularly their dedication to teaching and assisting me for the past two years. Likewise, I would also like express gratitude to my family, friends, colleagues for their encouragement and support during my study and the process of writing this thesis. Due to limitations in knowledge, experience, and implementation time, the thesis certainly has many shortcomings.
Nevertheless, I look forward to receiving many comments from the lecturers and friends to have a deeper insight into this issue. TABLE OF CONTENTS LIST OF TABLES. i LIST OF FIGURES. ii LIST OF ABBREVIATION.
The necessity of the research. Research questions and hypothesis. Objects and scope of the research. Objects of the research.
Scope of the research. Theoretical basis for awareness of climate change education. Climate change education. Awareness of climate change education.
Overview of research related to thesis. Novelty of research. Surveys and Questionnaires. In-depth Interview.
Data Statistical and Analysis. Data and Materials. The framework of the Thesis. FINDING AND DISCUSSION.
Climate change education content in the upper secondary school program. The Current Program. The New Program. Comparison between two programs.
Teaching education programs in HNUE. Developing indicators and tools for assessing students' awareness of climate change education in upper secondary programs. Rubric of indicators. Tools for assessing students' awareness.
Survey results on climate change knowledge. Students' awareness of the climate change education content in the upper secondary education program. Study the general education programs and the curriculum of subjects. Recognize and identify knowledge related to climate change in education programs.
Comparing the knowledge ratio related to climate change in education programs. Assess the trend of integrating climate change knowledge in New Program. Identify the role of climate change education in the curriculum of subjects. Proposing the role of climate change education with the comprehensive development of students.
Students' awareness of their role in climate change education. Source of knowledge. CONCLUSIONS AND RECOMMENDATIONS. Limitations of the study and future studies.
The content mentioned knowledge of climate change in two educational programs directly. Contents that indirectly relate and can integrate the knowledge of climate change in two educational programs. Survey Form_English Version. Survey Form_Vietnamese Version.
Description of the samples. Evaluate the reliability of the scale. Descriptive statistic and sorting awareness of Indicators. ANOVA test results.
109 LIST OF TABLES Table 2. Components and Indicators of Awareness about climate change education. Amount of contents related to climate change in two programs. Indicators for assessing student’s awareness about contents related to climate change in the upper secondary education programs.
Summary of students' choice for each knowledge question. Statistics of knowledge score and classifications. Total mean knowledge score of each faculty with student year. Summary results of students' awareness of the climate change education content.
Summary results of students' awareness of their role in climate change education. 44 i LIST OF FIGURES Figure 3. Framework of Thesis. Total mean knowledge score of each faculty with student year.
Mean score of Overall Awareness of the climate change education content. Mean score students' awareness of their role in climate change education44 Figure 4. Students' sources of knowledge to respond to the survey. 46 ii LIST OF ABBREVIATION ANOVA Analysis of Variance GSO General Statistics Office of Viet Nam HNUE Hanoi National University of Education IPCC Intergovernmental Panel on Climate Change MOET Ministry of Education and Training MONRE Ministry of Natural Resources and Environment NASA National Aeronautics and Space Administration VND Vietnamese Dong iii CHAPTER 1.
The necessity of the research Vietnam is one of the countries most vulnerable to the impacts of climate change. According to the Global Climate Risk Index 2019, Vietnam ranked 38th in 2019 and ranked 13th in 2000 - 2019 (Eckstein et al. Climate changes in Vietnam include extreme weather events increasing in frequency and are often difficult to predict. The terms "record-breaking of rainfall," "record-breaking of heat," "record-breaking of flooding" have been appearing more and more on the mass media in Vietnam in recent years.
Not only that, but other phenomena such as sea-level rise, saline intrusion, drought, landslides are also increasing and strongly impacting all socio-economic activities in Vietnam. Vietnam has introduced many policies and implemented climate change response activities in the last decade. These policies are focused on reducing greenhouse gas emissions and adapting to climate change. One of the strategies that are being focused on is propaganda and raising awareness for the community.
In particular, develop and implement education programs and knowledge upgrading on climate change in the national education system (MONRE, 2017). Education is an essential factor so that people are aware of climate issues. It helps people understand the causes, impacts, and solutions of global warming, enhances climate literacy among young people, encourages changes in attitudes and behaviors, and helps them adapt to trends related to climate change (UNESCO, 2015). Education and awareness-raising enable informed decision-making, play an essential role in increasing adaptation and mitigation capacities of communities, and empower women and men to adopt sustainable lifestyles.
However, despite its importance, there is no particular subject for climate change in Vietnam's general education program. Therefore, the content of climate change education is conducted in extracurricular activities or integrated into normal subjects' curriculum. Thus, increasing responsibility for school and teachers. 1 Many studies have shown that teachers' knowledge and beliefs about science greatly influence their teaching (Mansour, 2009, pp.
Similarly, in teaching, teachers often impart their knowledge and perspective on science to students (Shiyu Liu et al. 12), and this has an important influence on the development of knowledge, as well as on student behavior and attitudes (Blazar, 2016, p. 5; Yuan et al. Therefore, to raise public awareness about climate change, primarily through teaching from the general education program, the knowledge and awareness of teachers are extremely important.
As a result, they should be appropriately formed when pedagogical students start learning to become teachers. Besides, the Vietnamese education system is in the transition period, replacing the current education program issued in 2006, with the new education program, in 2018. In the new program, content on climate change has been mentioned and included clearly in some subjects' topics and objectives. The conversion between the old and the new program requires teachers to update their knowledge and teaching skills.
Therefore, the training process of pedagogical students also has to change, first of all, about the awareness of the new education program's contents, thereby enhancing students' learning capacity and working ability after graduate school. Up to now, there have been a number of studies in the world on perception and awareness of pre-service teachers on climate change. However, in Vietnam, there has not been any research to separately assess the awareness of pedagogical students on the issue of climate change education, especially focusing on students' understanding of contents related to climate change in the upper secondary education program. The upper secondary stage is also a considerable transition period for Vietnamese students because this is a stage in which upper secondary students begin to have orientations for the future, choosing a career, and expanding understanding of real society.
Therefore, research focusing on this stage will also supplement pedagogical students, teachers, and upper secondary school students with appropriate knowledge and perspectives about climate change. 2 This thesis focuses on assessing National University of Education (HNUE) pedagogical students' awareness about climate change education in Vietnam's upper secondary education program. HNUE is the leading school of teacher training in Vietnam and one of the national key universities in the Vietnamese higher education system. Hundreds of thousands of teachers and education experts have studied here (HNUE, n.
Furthermore, the study will also identify the level of student's knowledge about the fundamental issues of climate change and the student’s awareness about their role in climate change education. From that, proposing methods to enhance pedagogical students' knowledge, awareness, and positive attitudes about climate change education. Research objectives The study focuses on the following main goals: - Evaluate student's knowledge about the fundamental issues of climate change. - Evaluate awareness of pedagogical students about climate change content in the upper secondary education program.
- Evaluate awareness of pedagogical students about their role in climate change education. Research questions and hypothesis Research Question Research Hypothesis What is the level of student's Students have an average level of knowledge about the fundamental knowledge about the fundamental issues of climate change? issues of climate change What is the level of students' awareness Students have an average awareness of about climate change content in the the issues related to climate change in upper secondary education program? the upper secondary education program. What is the level of student's awareness Students have a good awareness of about their role in climate change their role in climate change education. Objects and scope of the research 1.
Objects of the research The research focuses on assessing the awareness of pedagogical students at HNUE. Scope of the research 1. Scope of time The research was conducted from December 2020 to August 2021. Scope of content The research mainly focuses on the contents of the upper secondary level (grades 10, 11, 12) of the Education Program 2006 (Current Program) and the Education Program 2018 (New Program).
Scope of geographical location The research was conducted on the campus of HNUE, which is located at 36 Xuan Thuy Street, Cau Giay District, Hanoi, Vietnam 4 CHAPTER 2. Theoretical basis for awareness of climate change education 2. Climate change According to the United Nations Framework Convention on Climate Change, "climate change" means that climate change is attributed directly or indirectly by human activities to the composition of the global atmosphere, and this change is added to the natural climate variability observed over comparable periods (United Nations, 1992, p. The latest report of Intergovernmental Panel on Climate Change (IPCC) also confirmed that the human influence on climate is apparent, and emissions of greenhouse gases caused by humans are the highest in recent history (IPCC, 2014b, p.
From the mid-20th century, especially from 1950 onwards, human activity increased the concentration of greenhouse gases in the atmosphere, leading to an increase in the earth's temperature.