INTRODUCTION
The concept of "greening" has gained significant traction in Southeast Asia since the United Nations adopted the Sustainable Development Goals (SDGs) in 2015 This green approach has far-reaching effects on economic, social, and cultural development In education, Sustainable Development (SD) values are now integrated into curricula across all educational levels, emphasizing the importance of education in enhancing public awareness and responsibility regarding national and international issues Among various educational stages, Technical and Vocational Education and Training (TVET) plays a crucial role in sustainable development by preparing a workforce equipped with the necessary awareness, knowledge, attitudes, and skills to support national economic growth Consequently, a new orientation known as "Greening TVET" has emerged to foster a sustainable future, particularly in developing countries that are most affected by climate change.
Southeast Asian countries, including Brunei, Laos, Myanmar, and Indonesia, are experiencing significant challenges in Technical and Vocational Education and Training (TVET), particularly in its greening efforts A notable shortage of qualified TVET teachers exists due to low enrollment rates over the past decade, which hampers their ability to gain essential fieldwork experience and pedagogical skills This gap makes it difficult for educators to integrate sustainable development values into their teaching and to effectively transfer this knowledge to students, ultimately impacting the creation of a skilled and environmentally-conscious workforce Additionally, challenges in Greening TVET often stem from teachers' perceptions of sustainable development and their pedagogical capabilities.
Many TVET teachers associate sustainable development (SD) primarily with environmental and energy protection, as these topics align closely with the TVET curriculum However, these educators often lack the pedagogical skills necessary to effectively integrate SD into their teaching practices.
Vietnam is actively engaged in achieving the Sustainable Development Goals (SDGs) and ranked second in the SDG Index, following Thailand, according to the 2019 Sustainable Development Report The country has prioritized several key issues among the 17 SDGs, focusing on social challenges such as poverty alleviation, health improvement, and gender equality, as well as promoting economic growth while addressing climate change mitigation and adaptation (Phan, 2019) Recognizing the significance of Technical and Vocational Education and Training (TVET), the Vietnamese government has integrated Greening TVET into its National Green Growth Strategy (VGGS), approved in 2012, to develop a skilled labor force equipped with the necessary knowledge and attitudes to support sustainable development.
Since Mertineit and Dang (2016) highlighted the importance of sustainable development (SD) issues, Vietnam has taken proactive steps to promote Greening Technical and Vocational Education and Training (TVET) Given the common challenges faced by developing countries, Vietnam's experience in Greening TVET serves as a valuable case study that can enhance sustainable practices in similar contexts, particularly in Southeast Asia.
This study employs a mixed-methods design to examine the awareness and perceptions of Technical and Vocational Education and Training (TVET) teachers regarding sustainable development (SD) in Vietnam, a developing nation dedicated to both SD and economic growth Additionally, it investigates the challenges faced by these teachers in incorporating SD principles into their TVET instruction.
LITERATURE REVIEW
Development of TVET and Greening TVET
Education has been a fundamental aspect of human existence since the dawn of civilization, playing a vital role in the evolution of societies worldwide The continuous transmission of knowledge and skills across generations has significantly shaped human progress This development can be marked by three pivotal milestones: the Agricultural Revolution, the Industrial Revolution, and the Information Revolution, each transforming the world and influencing Technical and Vocational Education and Training (TVET) As history has advanced, the significance of TVET has steadily increased, with France being a pioneer in establishing formal TVET models through institutions like “École des ponts et chaussées” and “École Polytechnique.”
Between 1791 and 1794, the establishment of modern Technical and Vocational Education and Training (TVET) systems replaced the traditional guilds that had previously governed training and education prior to the French Revolution These pioneering forms of TVET laid the groundwork for similar institutions worldwide, leading to significant global advancements that continually optimized the structure of TVET As a result, this system has become unparalleled in its academic and training effectiveness, facilitating remarkable breakthroughs in human history and enabling unprecedented progress.
Humanity faces persistent and significant issues that are difficult to eradicate, categorized into economic, social, and environmental problems These challenges threaten to undermine the progress achieved thus far (Neubauer & Calame, 2018) Consequently, global leaders are tasked with finding solutions to these critical obstacles Recognizing the potential of education to address these challenges, leaders have leveraged it to shape public mindsets At the International Congress held in Korea in 1999, Maclean and Wilson (2009) highlighted the UN's long-term objectives, which include Education for All (EFA) and Education for Sustainable Development (ESD).
The historic evolution of Technical and Vocational Education and Training (TVET) has significantly transformed the global educational landscape, leading to an increased demand for skilled labor Today, job seekers must possess various essential qualities that were once deemed unnecessary, including language proficiency, ethical standards, teamwork abilities, and computer literacy.
In 2015, the United Nations consisting of leaders in the world adopted 17 goals of
SD model which were called SDGs as the framework until 2030 (Kioupi & Voulvoulis,
Since the establishment of the Sustainable Development Goals (SDGs), Education for Sustainable Development (ESD) has gained global prominence as a means to achieve the 17 SDGs by 2030 ESD aims to raise awareness, promote critical understanding, and encourage action towards these goals (UNESCO, 2020a) Technical and Vocational Education and Training (TVET) plays a crucial role in imparting knowledge and attitudes about sustainability to future generations The International Centre for Technical and Vocational Education and Training (UNESCO-UNEVOC) identifies "Greening TVET" as essential for aligning TVET development with SDG fulfillment They propose five approaches to enhance sustainability in TVET: Greening the campus, curriculum, research, community and workplace, and institutional culture Notably, Greening the curriculum and training directly impacts students Various countries, including India, Costa Rica, Nigeria, Canada, and Germany, have implemented Greening TVET initiatives, such as integrating sustainability topics into curricula, conducting workshops on new technologies, and equipping students with skills for green jobs (Gleissner, 2012).
The development of TVET in Vietnam
Vietnam's rich agricultural heritage has fostered a culture of vocational education, primarily passed down through family-run factories and traditional craft villages This age-old apprenticeship system has effectively cultivated skilled professionals within the community.
Vietnam's Technical and Vocational Education and Training (TVET) has significantly evolved, adapting to the changing demands of the labor market, economic growth, and legislative frameworks Initially characterized by informal training methods, TVET transitioned to a formal education system in the nineteenth century, particularly influenced by French colonial practices The establishment of Saigon, Hue, and Hanoi Vocational Schools marked the beginning of structured vocational education in Vietnam However, during this period, the formal TVET system's role was often overlooked within the broader educational landscape.
The Doi Moi Policy marked a significant turning point for Vietnam, transitioning the country towards a market-oriented economy that fosters privatization (Bui, 2000) Following the lifting of the U.S embargo in 1995, Vietnam not only transformed its economic landscape but also its foreign relations (Vandemoortele & Bird, 2011) This shift from an underdeveloped agricultural economy, where 90 percent of the population was engaged in agriculture, has led to substantial improvements in socio-economic infrastructure, aligning with industrialization goals and attracting long-term sustainable development resources (Nguyen, 2017) By 2016, the workforce dynamics had shifted dramatically, with less than 50 percent of the population employed in agriculture, while over 24 percent worked in industry and more than 33 percent in services (Nguyen, 2017).
As Vietnam transitioned to a market-oriented economy, its Technical and Vocational Education and Training (TVET) system proved inadequate in equipping a significant portion of the workforce with essential skills for the evolving economic landscape Consequently, the relevance of the expertise and experience acquired through TVET programs diminished, leading businesses to invest time in retraining graduates (Ho & Reich, 2014) Despite 80 percent of the working population participating in the labor market, the number of qualified employees remains insufficient.
1 In 1986, the Six Congress of the Communist Party of Vietnam approved Doi Moi Policy to transform the economic model to market-oriented economy (Tran & Heo, 2008)
6 employees with applicable expertise and capability was limited Asian Development Bank
In 2020, it was noted that both foreign and domestic companies struggled to find qualified technical workers and managers due to a lack of relevant knowledge and experience This challenge was further exacerbated by the inadequate quality and insufficient output of Technical and Vocational Education and Training (TVET), which contributed to a significant decline in TVET enrollments during that period The World Bank reported a dramatic drop in TVET enrollment, from 171,100 in 1985 to just 62,614 in 1995.
& Reich, 2014) The enrollment in colleges and higher education, on the other hand, grew rapidly, which resulted in a labor-force imbalance
To address the evolving labor force structure and national economic development needs, Technical and Vocational Education and Training (TVET) in Vietnam has been pivotal in equipping the workforce with essential skills for global integration The 2006 Law on Vocational Training established comprehensive guidelines for flexible provision, quality control, governance, and financing, while emphasizing the importance of enterprise involvement Key objectives included enhancing vocational training standards, updating curricula and teaching practices, upgrading institutions to international standards, supporting vulnerable populations, and encouraging private sector participation in vocational training This legislation has significantly strengthened the TVET system, allowing students to pursue both short-term and long-term programs managed by the Ministry of Education and Training (MOET) and the Ministry of Labor, Invalids, and Social Affairs (MoLISA) Students can enroll in vocational courses post-secondary education or engage in short-term training without prior educational requirements, receiving a blend of theoretical knowledge and practical experience over one to four years to prepare them for the workforce.
7 on Vocational Training 2006, TVET system in Vietnam had a significant transformation
In 2008, there were 37,760 Technical and Vocational Education and Training (TVET) institutions, which surged to over 50,000 by 2010, encompassing various types of vocational training centers and colleges This significant growth was primarily driven by government initiatives, while non-state actors played a key role in expanding vocational training centers (Hilal, 2013).
Despite the implementation of the Law on Vocational Training 2006, Vietnam's Technical and Vocational Education and Training (TVET) system lacked practical relevance and connections to the job market To address these issues, the updated Law on Vocational Education and Training 2015 was enacted on November 27, 2014, by the 13th National Assembly, aiming to enhance TVET quality and align with regional and international standards This law, guided by the Directorate for Vocational Education and Training at the Ministry of Labor, Invalids, and Social Affairs (MoLISA), focuses on improving the operation, promotion, and quality of the TVET sector while fostering the establishment of foreign-invested educational institutions Vietnam has also benefited from substantial support from international partners, including the governments of Korea and Germany, the Asian Development Bank (ADB), the French Development Agency (AFD), and the Japan International Cooperation Agency (JICA), with GIZ playing a pivotal role in the long-term "Reform of TVET in Vietnam" program.
Greening TVET in Vietnam
Vietnam is recognized for its rich and diverse forest and aquatic resources, yet it faces challenges as a developing nation grappling with high natural resource demands and the severe impacts of climate change The Earth Overshoot Day, calculated by the Global Footprint Network, signifies when humanity's consumption surpasses the planet's ecological capacity for recovery each year In 2018, Vietnam was notably impacted by these environmental pressures.
Vietnam has faced significant challenges due to climate change, ranking among the top ten countries most affected from 1999 to 2018, according to the Global Climate Risk Index The country has experienced over 220 extreme climate events during this period, leading to substantial annual economic losses This situation has been exacerbated by the overconsumption of natural resources driven by rapid industrialization and modernization, with notable environmental impacts reflected in the earlier mark of October 8th in 2019, compared to December 21st in previous years.
285 deaths and more than $2 billion (Minh, 2019a)
In response to pressing economic and social challenges, Vietnam initiated a plan to achieve sustainable economic growth through the Vietnam Green Growth Strategy (VGGS) for the decade spanning 2011 to 2020, with a vision extending to 2050 (Mertineit & Dang, 2016) The VGGS aims to create a balanced development path that aligns economic growth with social enhancement, reflecting a significant shift in Vietnam's growth model to meet global sustainability trends A key obstacle identified during this "greening" process is the shortage of a skilled workforce, making Technical and Vocational Education and Training (TVET) essential for cultivating a qualified labor force for the green economy (Mertineit & Dang, 2016) The approval of Decision No 1393/QĐ-TTg emphasized the critical role of integrating sustainable development principles across all education levels, particularly in TVET (Vietnam Government, 2012).
Since the approval of the Vietnam Green Growth Strategy (VGGS) in 2012, Vietnam has been actively developing a framework for Greening Technical and Vocational Education and Training (TVET) with international support Numerous conferences, campaigns, and activities have been organized to enhance awareness of sustainable development (SD) among TVET teachers and students Notably, from December 2019 to May 2020, the "Eco-Lifestyle and Reducing Plastic Waste in Schools" campaign was launched at Long An Vocational College and VCMI, supported by GIZ This initiative focused on waste management in schools, creating action plans to minimize waste, and fostering eco-friendly lifestyles, while equipping participants with essential knowledge and skills for pursuing green careers in the future.
In 2018, a Basic Module on Environmental Protection, Energy, and Resource Efficiency was launched as a mandatory subject in nearly 30 TVET schools, following its design and testing by GIZ within VCMI since 2017 This module encompasses three key topics: energy efficiency, waste management, and hazardous substance handling, emphasizing the development of practical skills through field trips to businesses that illustrate the impact of behaviors Theoretical content is incorporated only as necessary to enhance understanding A significant advantage of this module is its flexibility, allowing it to be seamlessly integrated into various vocational training programs across the country.
Teachers towards Greening TVET and SD
TVET is considered as a key to achieve SD because TVET provides human resources that will directly work and deal with issues related to environments Moreover,
Sustainable development (SD) encompasses three key criteria: economic, socio-cultural, and environmental progress Technical and Vocational Education and Training (TVET) is crucial in shaping a nation's future (Paryono, 2017) However, integrating SD with TVET has faced numerous challenges, as highlighted by Majumdar (2009).
The five major obstacles to sustainable development (SD) in Technical and Vocational Education and Training (TVET) include a common misunderstanding of SD's definition and scope, as well as challenges related to pedagogical innovation Many TVET teachers mistakenly equate SD solely with environmental issues, overlooking its critical connections to economic and socio-cultural development Additionally, there is a tendency among educators to prioritize the transmission of technical knowledge over the effective delivery of essential skills and innovative pedagogical approaches.
Research indicates that teachers recognize the significance and benefits of sustainable development (SD), particularly for Technical and Vocational Education and Training (TVET) in Southeast Asia A study by Ramli, Rasul, & Affandi (2019) revealed that more than 85% of over 300 Malaysian teachers support the integration of green skills into the educational process Despite this consensus, there is a notable absence of policy frameworks that provide TVET educators with the necessary opportunities to implement these practices effectively.
In Vietnam, there is a significant shortage of teachers equipped with the necessary training in sustainable development (SD) issues, including technical skills and pedagogical experience (Mertineit & Dang, 2016) Limited research exists on teachers' perceptions of SD and the challenges they encounter while integrating it into Technical and Vocational Education and Training (TVET) This study aims to gather data that accurately reflects the current attitudes and experiences of teachers regarding sustainable development in their educational practices.
RESEARCH DESIGN
Operationalization
Technical and Vocational Education and Training
TVET is “education, training and skills development relating to a wide range of occupational fields, production, services and livelihoods (UNESCO, 2015)”
Sustainable development (SD), as defined in the 1987 report "Our Common Future" by the World Commission on Environment and Development, emphasizes the importance of meeting current needs while ensuring that future generations can also fulfill their own needs.
In 2015, the United Nations established the Sustainable Development Goals (SDGs), also referred to as the Global Goals, as a universal initiative aimed at eradicating poverty, protecting the environment, and ensuring peace and prosperity for all by 2030 The 17 interconnected SDGs emphasize the importance of recognizing how actions in one area influence outcomes in others, highlighting the need for a balanced approach to social, economic, and environmental sustainability.
Climate change, environmental degradation, biodiversity loss, poverty, and inequality are interconnected global challenges that education for sustainable development (ESD) addresses ESD empowers learners of all ages with the knowledge, skills, values, and attitudes needed to tackle these issues effectively It is essential for students to be equipped to devise solutions for both current and future challenges, making education a transformative force for positive change.
12 enabling us to make valid decisions and take individual and communal action to improve our society and protect the environment (UNESCO, 2020b)
“Greening TVET is a continuing process of adapting knowledge and practices with the aim of aligning them with the overall concept of sustainability (UNESCO-UNEVOC, 2017)”.
Theoretical framework
Perception is a psychological concept defined by various scholars as the process through which individuals interpret and organize sensory information to create meaningful experiences (Graham, 1869; Pickens, 2005) It involves presenting stimuli to a person, who then interprets these based on past experiences, leading to potentially significant differences between perception and reality (Pickens, 2005) Additionally, perceptions, along with attitudes and views, represent qualitative characteristics that can be quantified, although measuring non-quantifiable aspects remains a challenge (Joshi et al., 2015).
The need to quantify subjective experiences arises from the desire to transform personal perceptions into objective realities Walberg (1977) suggested that individuals' perceptions can be effectively measured by calculating agreement indexes with relevant statements about the studied phenomenon Consequently, various theoretical frameworks have been developed to create psychometric techniques, which serve as valid tools for quantifying qualitative information, particularly human perceptions, as noted by Joshi et al.
In 2015, a flexible approach was adopted for measuring theoretical constructs by transforming abstract ideas, experiences, and issues into specific assertions This operationalization was primarily guided by the objectives of the study.
The Likert scale, developed in 1932, has become a widely used tool in social science and educational research for evaluating attitudes in a scientifically validated manner This scale allows researchers to quantify subjective thoughts, feelings, and actions accurately, addressing the challenge of measuring personal preferences Utilizing a 5-Point Likert scale, which ranges from "Strongly disagree" to "Strongly agree," this research aims to assess teachers' perceptions of sustainable development (SD) within Technical and Vocational Education and Training (TVET), as illustrated in Figure 3.1 (Preedy & Walson, 2010).
Figure 3.1 5-Point Likert scale illustration created by the author
Conceptual framework
A conceptual framework is an interconnected network of concepts that provides a comprehensive understanding of phenomena, where each concept plays a vital role (Jabareen, 2009) This research investigates the trend of Greening Technical and Vocational Education and Training (TVET) in developing countries, where the concept of "green" has gained traction The Greening TVET movement is analyzed from the perspective of teachers, who are essential in acquiring and disseminating new knowledge to students As primary agents in this process, teachers play a crucial role in implementing and experiencing the integration of green principles into the curriculum and training.
This research explores 14 effective strategies for promoting Greening in Technical and Vocational Education and Training (TVET) by examining teachers' perspectives Utilizing a modified version of the Taylor & Creech (2012) model, it assesses teachers' awareness and perceptions of sustainable development (SD) and the challenges of integrating SD into their teaching practices These insights contribute to a broader understanding of how to green the curriculum and training within TVET, as illustrated in the detailed conceptual framework presented in Figure 3.2.
Research objectives and significant of the study
Vietnam stands out among ASEAN countries for its strong commitment to achieving both national economic development and the Sustainable Development Goals (SDGs), with early initiatives noted as early as 2019 (Quang, 2019) Since the shift in educational policies in 2006, Vietnam has garnered significant international support to enhance Greening Technical and Vocational Education and Training (TVET) (Australian Education International, 2012) This study on Greening TVET in Vietnam aims to provide valuable insights for other developing nations facing similar challenges The research will focus on assessing the awareness of TVET teachers in Vietnam regarding sustainability and their perceptions of sustainable development within the TVET framework, as well as identifying the challenges these educators encounter.
15 integrating SD into teaching are explored through the case study of VCMI as the pioneer on Greening TVET in Vietnam.
Research questions
In accordance with the research objectives, detailed research questions are as follows
1 What are TVET teachers’ awareness and perception on SD within TVET?
1.1 What is TVET teachers’ awareness on SD?
1.2 What is TVET teachers’ perception on social, economic and environmental dimensions of SD within TVET?
2 What are challenges for TVET teachers in integrating SD in teaching?
2.1 What are challenges for TVET teachers in integrating SD in teaching at school level?
2.2 What are challenges for TVET teachers in integrating SD in teaching at individual level?
Analytical framework
The analytical framework for this research encompasses three key components: teachers' awareness of Sustainable Development Goals (SDGs), their perceptions of sustainability within Technical and Vocational Education and Training (TVET), and the challenges faced in integrating sustainability into their teaching practices As outlined in Table 3.1, this framework draws on Taylor & Creech (2012), which examined teachers' awareness of Education for Sustainable Development (ESD) through targeted questions such as familiarity with ESD concepts and training received for incorporating ESD into the curriculum The framework categorizes teachers' awareness into two main areas: the level of awareness, indicated by the number of SDGs teachers can articulate, and the sources from which this awareness is derived.
Table 3.1 Analytical framework created by the author
Level of awareness Number of SDGs with clarified themes
Sources of the awareness Training courses, news and media
Social dimension Quality education Economic dimension Decent work and economic growth
Difficulties related to school’s policy and management
Difficulties related to students Individual level Difficulties related to teachers
UNESCO-UNEVOC (2017) established a connection between Technical and Vocational Education and Training (TVET) and the Sustainable Development Goals (SDGs), highlighting four key goals that encompass the environmental, economic, and social dimensions of sustainable development These goals include SDG 4: Quality Education, SDG 6: Clean Water and Sanitation, SDG 8: Decent Work and Economic Growth, and SDG 13: Climate Action, with specific targets related to TVET outlined in Table 3.2 To analyze teachers’ perceptions of sustainability within TVET, three SDGs—SDG 4, SDG 8, and SDG 13—are selected to represent each dimension of sustainable development The relevant targets from these goals inform the analytical framework and survey questions.
Table 3.2 Illustrated based on TVET in the UN Sustainable Development Goals, Part of the 2030 Agenda for Sustainable Development Source: UNESCO-UNEVOC, 2017, p 27
Equal access for all women and men to affordable and quality TVET, including university
Increase the number of youth and adults who have the relevant skills, including technical and vocational skills for employment, decent jobs and entrepreneurship
To achieve gender equality in education, it is essential to eliminate disparities and provide equal access to all educational levels and vocational training This includes focusing on vulnerable groups such as individuals with disabilities, indigenous peoples, and children facing challenging circumstances.
Learners gain essential knowledge and skills to foster sustainable development through education that emphasizes sustainable lifestyles, human rights, gender equality, and the promotion of peace and nonviolence This education also encourages global citizenship and an appreciation for cultural diversity, highlighting the role of culture in advancing sustainable development.
Improve water quality by reducing pollution, eliminating dumping and minimizing release of hazardous
Increase water- use efficiency across all sectors and ensure sustainable withdrawals and supply of freshwater
Decent work and economic growth
Reduce the proportion of youth not in employment, education or training
Implement policies to promote sustainable tourism that creates jobs and promotes local culture and products
Improve education, awareness- raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning
This research builds on the framework established by Taylor & Creech (2012) regarding the integration of sustainable development (SD) into technical and vocational education and training (TVET) in Manitoba, Canada Their findings identified significant barriers to advancing education for sustainable development (ESD) within TVET, as highlighted by both school administrators and teachers Key challenges reported by administrators included insufficient professional training, high teacher workloads, lack of resources for effective ESD implementation, and limited financial and time support Teachers noted a low student engagement with SD, with half of the surveyed educators indicating that only a small number of students actively participated in discussions on sustainable development.
The study revealed that nearly 40 percent of participants indicated that no students in their class raised inquiries about environmental, economic, or social issues (Taylor & Creech, 2012) Additionally, the findings highlighted a significant gap in teachers' knowledge regarding sustainable development (SD) and their ability to effectively convey this information to students Consequently, this paper presents an analytical framework addressing the challenges of integrating SD into education, categorized into two levels: the school level, which encompasses policy and management, and the individual level, focusing on teachers.
Expected findings
Majumdar (2009) highlighted that many teachers lack a comprehensive understanding of Education for Sustainable Development (ESD) within Technical and Vocational Education and Training (TVET) In Canada, a concerning statistic revealed that nearly 90 percent of students exhibited little interest in sustainable development issues (Taylor & Creech, 2012) A literature review focused on Greening TVET suggests that there are anticipated findings related to the integration of sustainability in TVET and the role of educators in this context.
1 TVET teachers have high awareness and supportive perception on environmental dimension of SD
2 The major challenge on integrating SD in class for TVET teachers is lack of interest and response from students on the SD issues
METHODOLOGY
Case selection
Vietnam, a developing country in Southeast Asia, is addressing significant challenges in its Technical and Vocational Education and Training (TVET) sector Since 2006, GIZ has played a crucial role in the reform of TVET in Vietnam, focusing on enhancing the quality of training to align with the country's sustainable green economy goals A key aspect of this initiative is the establishment of Competence Centers (CoEs), which are specialized TVET institutes that offer high-quality training in selected occupations, adhering to international standards The Vocational College of Machinery and Irrigation (VCMI) is being guided on its development into a competence center for green vocational training, further supporting Vietnam's commitment to sustainable development.
Established in 1976 following Vietnam's reunification, VCMI has played a crucial role in training technical labor resources to support the agricultural revolution and national reconstruction efforts post-war Over its 40-year history, VCMI has significantly contributed to the country's industrialization and modernization Recently, the institution has partnered with international organizations to elevate its standards and provide high-quality human resources nationwide VCMI offers seven main majors, including Information Technology, Mechanical Engineering, and Economics, supported by a dedicated team of over 110 teachers Recognized as the first Centre of Excellence for Green TVET, VCMI has integrated a compulsory course on Environmental Protection, Energy, and Resource Efficiency into its curriculum since 2017.
21 before their graduation The Basic Module is expected to be a sample for Greening curriculum within vocational colleges in Vietnam as well as Southeast Asia TVET network
Case studies are essential for identifying practical strategies to address complex real-world challenges (White et al., 2013) The VCMI case study serves as a valuable example of Green TVET development in emerging countries committed to sustainable development (SD) Teachers, as the primary recipients of investment, play a crucial role in imparting green knowledge and skills to students, who represent the future workforce This study aims to highlight teachers' understanding and perceptions of SD, while also addressing the challenges they face in integrating sustainable development into Technical and Vocational Education and Training (TVET) programs.
Mixed-methods design
Mixed methods research is particularly effective for complex social science topics, as it combines qualitative and quantitative approaches to provide a more comprehensive understanding of research issues (Cresswell, 2009) This study utilized a sequential explanatory mixed methods design, consisting of two phases: initially, surveys were conducted to assess TVET teachers' perceptions of sustainable development (SD) and the challenges they face in integrating SD values into their teaching Subsequently, in-depth interviews were carried out to elaborate on the quantitative findings The primary goal of this design is to connect quantitative results with qualitative insights, enhancing overall understanding (Cresswell, 2018) While this approach is straightforward due to its phased structure, a notable drawback is the time required for data collection across both stages (Cresswell, 2009).
Survey
The online survey, conducted in Vietnamese due to the limited English proficiency among TVET teachers, aimed to gather data on their perceptions of sustainable development (SD) and the challenges they face in integrating it into their teaching Utilizing multiple-choice and Likert-type scale questions, the survey effectively measured self-reported attitudes and perceptions Likert-type scales are widely recognized for their cost-effectiveness and ease of implementation, providing a straightforward and uniform method for data collection.
In 2017, a survey was conducted focusing on three key areas: the characteristics of participants, their perceptions of the Sustainable Development Goals (SDGs), and the challenges they faced in incorporating sustainability into Technical and Vocational Education and Training (TVET) teaching The survey was distributed online via Google Forms, leveraging the convenience and time efficiency of online survey methods (Jansen, Corley, & Jansen, 2006) It was sent to all teachers at VCMI to gather comprehensive insights.
A survey conducted among 112 teachers at VCMI resulted in 59 valid responses, as one teacher declined to participate The gender distribution of the respondents was nearly equal, with 51% male and 49% female participants The ages of the respondents ranged from 24 to 57 years, with an average age of 36.5 years The most represented age groups were those between 41 to 43 years, as well as 35 and 38 years old.
Figure 4.1 Ages of the participants in surveys
VCMI comprises seven faculties along with various departments and offices The Faculty of Information Technology and the Faculty of Basic Science each contributed 22% of the survey responses, while the Faculty of Mechanical Engineering and the Faculty of Machinery Engineering accounted for 14% each The remaining responses came from the Faculty of Electric-Electronic Engineering, the Faculty of Economics, and other departments like Training and Administration Notably, there were no responses from the Faculty of Driving Training due to a lack of connection with that faculty Detailed participant information is illustrated in Figure 4.2.
Faculty of Information Technology Faculty of Mechanic Engineering Faculty of Machinery Engineering Faculty of Electric – Electronic Engineering Faculty of Driving Training
Faculty of Basic SciencesFaculty of EconomicsOther
The survey yielded valid results from 59 participants, demonstrating the effectiveness of online surveys, as noted by Evans & Mathur (2005), who highlighted that these surveys can require respondents to answer each question before proceeding, thus minimizing item non-response and reducing the need to eliminate incorrectly submitted responses The collected data was coded and organized into an Excel dataset, as detailed in Appendix 5 Descriptive analysis methods were employed to analyze the online survey data and derive preliminary results.
Interview
In this study, interviews were conducted after the collection and analysis of survey data, following the sequential explanatory mixed methods research approach (Cresswell, 2009) The researcher employed purposive snowball sampling to reach selected teachers at VCMI for interviews, rather than distributing surveys This method presents additional validity challenges, as the researcher may not fully explore all options for following up on quantitative data, potentially compromising the overall accuracy of the findings (Cresswell, 2018) To address these concerns, the researcher intentionally included all groups of teachers regarding sustainable development (SD) issues at VCMI Interviewees were categorized into two groups: core teachers who were specifically trained in SD and contributed to the development of the Basic Module on Environmental Protection, Energy, and Resource Efficiency, and teachers who were not involved in this module's development.
Due to the pandemic, this research will utilize online interview methods, which can produce data that is both valid and in-depth, comparable to traditional face-to-face interviews.
When face-to-face interviews are not feasible, online interviews emerge as a flexible and effective alternative (Deakin & Wakefield, 2014) Ethical considerations regarding recording were prioritized, with all participants informed and asked for consent at the start of each session Utilizing a semi-structured interview guide conducted in Vietnamese allowed interviewees to provide spontaneous insights while enabling the researcher to systematically compare and analyze responses (Aurini, Heath, & Howells, 2016) The interviews comprised three key sections aimed at gaining an in-depth understanding of teachers' perceptions of sustainable development (SD), their application of SD in teaching, and the challenges they face in this process.
There were 11 interviews conducted with two groups of teachers: 6 teachers from the first group and 5 teachers from the second group as mentioned above Meanwhile, in
Out of 11 teachers interviewed, only 3 were female, highlighting a predominance of male educators The participants represented a variety of faculties and departments, with an equal distribution among them Specifically, there were 3 interviewees from the Training Department, and 2 each from the Faculty of Information Technology, Faculty of Electric-Electronics, and Faculty of Basic Science Additionally, 1 interview was conducted with a teacher from the Faculty of Machinery Engineering and another from the Faculty of Economics.
The interview records were transcribed and coded for analysis, with each interviewee assigned a unique ID number The transcripts were created in Vietnamese and analyzed using qualitative thematic analysis to identify key categories and sub-categories This approach allowed the researcher to connect these categories to uncover themes aligned with the research questions (Liamputtg, 2009) Additionally, other themes emerged to capture valuable spontaneous ideas from the semi-structured interviews, which were discussed in greater depth in the findings.
26 qualitative results helped explain and understand more comprehensively the quantitative results Based on the data analysis, the research questions could be answered in more detailed and concrete.
Merging quantitative and qualitative data
Before merging quantitative and qualitative data, it is essential to analyze each set using appropriate methods (Vogl, 2019) Following this analysis, the integration of quantitative and qualitative data aims to provide a comprehensive explanation This research utilized interview interpretation to discuss and clarify survey results In its simplest form, qualitative interview statements enhance and support the findings of the statistical analysis (Vogl).
In a sequential explanatory mixed methods design, survey results were analyzed prior to conducting interviews to gain insights into the integration of sustainable development (SD) into technical and vocational education and training (TVET) at VCMI Interviewees shared their experiences and identified key challenges in this integration process The qualitative data collected provided a deeper understanding of these challenges, allowing for an exploration of their sources and related issues, which were discussed in the findings.
This research utilized qualitative data to enhance the understanding of quantitative results By addressing the limitations of closed-ended questions, the qualitative findings provided deeper insights, thereby strengthening the overall validity and depth of the research outcomes.
Limitations
Establishing validity is a notable challenge for case studies compared to traditional research methods (Gerring, 2017) Case studies often struggle with generalization due to their limited sample sizes and unique characteristics of the cases examined However, the issue of external validity is not exclusive to case studies; experimental studies also face difficulties in this area, as their samples are frequently not randomly selected, leading to potential biases in sampling methods (Muller, 2015) Consequently, the objective of a case study is not necessarily to generalize findings across a broader population, especially when dealing with a small group that has distinct traits.
The case study of 112 teachers at VCMI, a pioneering vocational school in Vietnam, highlights the challenges of overgeneralizing findings in research, as noted by Gerring (2017) Despite the limited sample size, VCMI represents a typical developing country context in Southeast Asia, where it is well-supported by government initiatives in Greening Technical and Vocational Education and Training (TVET) The unique features of VCMI's approach to TVET renovation not only reflect Vietnam's specific circumstances but also resonate with trends observed in other developing nations Thus, this case study, although based on a small population, offers valuable insights into the advancement of Greening TVET in similar regions.
FINDINGS AND DISCUSSION
Awareness and perception of teachers towards SD
In 59 people who responded to the survey, there are 50 teachers equally to 85 percent being aware of SDGs, which is the specific targets for SD The 15 percent of teachers who do not have any awareness of SD is excluded in the following parts of the survey The level of awareness is quite diversified Referring Figure 5.1 below, among 50 teachers who chose
In a recent survey, 32 percent of respondents demonstrated a high level of awareness by recalling the content of 14 to 17 Sustainable Development Goals (SDGs) Additionally, 24 percent were able to identify the themes of 6 to 9 goals Meanwhile, a smaller percentage of teachers could define the topics of 0 to 5 goals, indicating varying levels of familiarity with the SDGs among educators.
In a recent analysis, it was found that 22 percent of participants scored between 10 to 13 goals, while the group of teachers demonstrating nearly full awareness of Sustainable Development (SD) targets achieved the highest percentage at 32 percent Despite this awareness, nearly three-quarters of teachers expressed a lack of confidence in their ability to effectively expand upon the content and issues related to SD.
Figure 5.1 Teachers’ level of awareness
Teachers involved in the interviews demonstrated a comprehensive understanding of the three dimensions of sustainable development (SD) While they are well-informed about environmental issues, their awareness extends to social targets, including gender equality, poverty reduction, and the provision of quality education and healthcare services.
Interviewees from VCMI demonstrate a deep understanding of sustainable development (SD), addressing both local and global issues Key themes identified include promoting peace, building institutions for peace, and fostering international cooperation, which align with SDG 16: Peace, Justice, and Strong Institutions Economically, all interviewees emphasized sustainable economic development, while several highlighted specific goals such as industrialization, infrastructure improvement, circular economic development, reducing unemployment, and equitable labor resource allocation This indicates that VCMI teachers possess a comprehensive grasp of SD, extending beyond basic concepts to encompass broader national and global development challenges.
A survey of teachers revealed that 33 educators utilize the Internet and media to learn about the Sustainable Development Goals (SDGs), while 22 gain knowledge through pre-teaching training programs and 19 through in-service training Additionally, three teachers cited GIZ's activities and conferences at VCMI as alternative sources of information on SDGs These findings indicate that a significant number of teachers actively seek out information on SDGs, likely influenced by the introduction of the “Basic Module on Environmental Protection, Energy and Resource Efficiency” at VCMI.
2017 As the explanation of interviewee ID 11:
At VCMI, all teachers are required to teach a subject focused on sustainable development (SD), regardless of their specific faculties or majors This requirement enables them to better prepare content related to environmental protection and energy consumption Teachers who lack familiarity with these topics must seek additional information on SD issues to deliver effective lectures.
Figure 5.2 Sources of information on SD for teachers
To assess teachers' perceptions of sustainable development (SD) within Technical and Vocational Education and Training (TVET) at VCMI, a questionnaire was created that categorized SD into three dimensions: social, economic, and environmental The findings, illustrated in Figure 5.3, highlight teachers' views on the social dimension, with three Likert-scale questions addressing relevant social issues Key statements included the belief that "women should have more access to TVET programs" and that "TVET students should learn about human rights, gender equality, cultural diversity, and world peace." Approximately 80 percent of teachers demonstrated a strong perception of the social dimension of SD in TVET, with 30 percent expressing complete agreement.
46 to 52 percent agree with the target of SD on TVET
Figure 5.3 Teacher’s perception on social dimension of SD
Other Pre-teaching training programs
Training programs while engaged in teaching
Information sources on the Internet or in the media
Totally disagree Disagree Neutral Agree Totally agree
Regarding economic dimension, teacher’s viewpoints on economic issues such as
TVET programs play a significant role in decreasing youth unemployment, as indicated by teacher agreement on this issue However, the perception of TVET's impact on promoting local culture and products is less favorable among teachers at VCMI, primarily because the training programs offered are not closely aligned with local products Consequently, teachers' views on this aspect are not as strong as their opinions on other benefits of TVET programs.
20 percent of teachers totally agree with the idea of TVET can boost the local culture and products
Figure 5.4 Teacher’s perception on economic dimension of SD
It is obvious that teachers in VCMI had good perception on environmental aspect of
Sustainable development (SD) is significantly enhanced by integrating environmental issues into training programs and course content According to Figure 5.5, approximately 80 percent of teachers believe that Technical and Vocational Education and Training (TVET) programs effectively increase students' awareness of how to mitigate and adapt to the effects of climate change.
Figure 5.5 Teacher’s perception on environmental dimension of SD
Totally disagree Disagree Neutral Agree Totally agree
Totally disagree Disagree Neutral Agree Totally agree
Most teachers at VCMI demonstrate a strong awareness of sustainable development (SD), with a diverse and sufficient understanding across various dimensions The low percentage of teachers selecting a "Neutral" stance indicates their clear perspectives on SD issues However, it is noteworthy that about 20% of teachers still lack a comprehensive understanding of SD overall.
A survey revealed that 82 percent of teachers believe social and economic dimensions of sustainable development (SD) should be integrated into Technical and Vocational Education and Training (TVET) All interviewed teachers expressed their support for incorporating SD into their teaching practices, primarily to promote comprehensive education and to cultivate a workforce that is highly aware of sustainable development issues As one interviewee noted, these efforts are essential for achieving these educational goals.
Integrating sustainable development (SD) elements into training programs is essential for preparing students for the workforce As they transition from school to work, students must be equipped with knowledge about energy conservation and environmental protection By introducing SD concepts early in their education, we can help students shift their understanding into actionable behaviors that promote sustainability.
Additionally, interview ID 11 explained the reason why SD should be integrated into teaching programs by the in-dept understanding on SD’s inter-linkage
Sustainable Development (SD) encompasses the interconnectedness of economic, social, and environmental factors To provide students with a holistic understanding of SD, it is essential to incorporate all these elements into the curriculum.
A study by Ramli, Rasul, & Affandi (2019) revealed that approximately 85% of over 300 teachers in Malaysia support the implementation of Sustainable Development (SD) in education In comparison, a rate of 82% was found in the VCMI study, highlighting a significant alignment with the broader perceptions of SD in Technical and Vocational Education and Training (TVET) across Southeast Asia These findings underscore the importance of the VCMI results for advancing the Greening TVET initiative in the region.
Implementation of SD in teaching
Most teachers familiar with Sustainable Development (SD) have incorporated it into their teaching practices, as shown in Figure 5.6 Only 8% of educators have not implemented SD in their lectures The VCMI program has provided teachers with opportunities to deepen their understanding of SD and apply this knowledge in the Basic Module on Environmental Protection, Energy, and Resource Efficiency However, the integration of SD content in lectures is often constrained by time limitations.
Figure 5.6 Integration of SD into teaching process
5.2.1 The Basic Module on Environmental Protection, Energy and Resource Efficiency
Since its implementation in 2017, the Basic Module on Environmental Protection, Energy, and Resource Efficiency has become a mandatory course for all VCMI students, requiring participation from faculty across various disciplines This initiative offers a valuable opportunity for both educators and students to deepen their understanding of sustainable development (SD) The module's structure combines theoretical knowledge with practical application, utilizing innovative teaching methods that enhance real-world skills Ultimately, students gain essential competencies that will benefit their future careers, as highlighted by interviewee ID 01.
In the Basic Module, we move away from traditional teaching methods by assigning students a project that they can plan and execute effectively This approach allows us to seamlessly integrate project-based learning into our Sustainable Development (SD) curriculum.
VCMI's strategic location near the industrial zone facilitates strong connections between teachers and local businesses, allowing students to engage in practical experiences Students have opportunities to visit factories and participate in real-world working processes The knowledge gained from the Basic Module, particularly concerning environmental protection and resource efficiency, is essential for students to apply during these practice sessions, as emphasized by an interviewee's experience.
ID 08 “In each practice session, I also ask students to save resources and energy when practicing in the workshop”
The Basic Module, comprising just 36 sessions, is notably brief compared to other subjects, as noted by interviewee ID 02 Despite its short duration, it has effectively engaged students and heightened their awareness of environmental protection and energy conservation Following the training sessions, a marked improvement in student activities was observed, with interviewee ID 07 highlighting the positive changes at VCMI after students completed the practical training of the Basic Module.
In April, our school participated in GIZ training focused on reducing plastic waste and promoting a green lifestyle Over three weeks, students engaged in hands-on activities related to the training, which significantly enhanced their awareness of environmental issues As a result, students began to dispose of their trash properly and adopted the use of reusable water bottles Their enthusiasm for sustainability grew, leading them to express a desire for more training sessions on these important topics.
To enhance student learning, it is essential to incorporate practical activities alongside theoretical knowledge Many teachers interviewed noted that the Basic Module program at VCMI gained popularity among students due to its effective blend of theory and hands-on experience.
The Basic Module on Environmental Protection, Energy, and Resource Efficiency course not only imparts specialized knowledge and skills but also emphasizes the integration of Sustainable Development (SD) elements into regular lectures by most instructors This approach ensures that students receive a comprehensive education that aligns with current environmental and resource efficiency standards.
Interviewee ID 07 emphasized the integration of sustainable development (SD) into teaching by reminding students about essential practices like conserving electricity and water, as well as proper waste disposal, while also encouraging female students to participate in activities alongside their male peers Similarly, Interviewee ID 10 promotes classroom activities by dedicating 5 to 10 minutes after lessons for students to clean up, sort trash correctly, and turn off electrical appliances Additionally, Interviewee ID 09 shared insights on fostering environmental responsibility among students.
I integrated sustainable development (SD) concepts and activities into my personal lessons by utilizing discarded objects to illustrate historical topics Additionally, I motivated students to creatively use and repurpose waste materials for their homework assignments.
The VCMI community actively promotes sustainability through consistent efforts to raise awareness among students about reducing plastic waste and environmental protection Interviewee ID 04 emphasized the importance of regularly reminding students of their responsibilities in this regard Additionally, Interview 02 highlighted the commitment to gender equality within the school, noting that there is no distinction between male and female students when evaluating benefits or scholarships This demonstrates that VCMI teachers are not only focused on developing specialized knowledge modules on environmental sustainability but are also dedicated to fostering an inclusive environment that allows students to apply what they have learned in the Basic Module.
In addition to the Basic Module, teachers can only briefly mention sustainable development (SD) elements when they are relevant to their lectures, resulting in minimal exposure for students To address this issue, a new course module was developed at VCMI and has since been implemented in various TVET colleges and schools across Vietnam Feedback from educators indicates that the Basic Module has significantly enhanced students' awareness and attitudes toward SD By making it a compulsory part of the curriculum, it is expected to gradually transform students' perceptions and understanding of sustainable development.
Challenges in integrating SD into teaching
According to Figure 5.7, 76 percent of teachers report difficulties in incorporating sustainable development (SD) into their teaching practices Conversely, 24 percent, or 12 teachers, do not encounter such challenges, and their experiences are not included in the subsequent analysis of specific obstacles faced in integrating SD.
Figure 5.7 Challenges in integrating SD into TVET teaching process
The challenges of implementing sustainable development (SD) in education are categorized into two levels: school-level obstacles related to policy and management, and individual-level issues faced by students and teachers Key challenges identified include a lack of teaching equipment necessary for integrating SD into the curriculum and students' limited awareness of sustainable development concepts Moreover, many teachers express a lack of confidence in their specialized knowledge and skills to effectively incorporate SD into their teaching practices.
Figure 5.8 Challenges in integrating SD into teaching at school level and individual level
5.3.1 Challenges from school’s policy and management
Interviewees report minimal challenges arising from school policies and management, highlighting that the VCMI is dedicated to Greening TVET, a goal endorsed by school leaders However, financial constraints hinder the college's ability to develop necessary infrastructure for Sustainable Development (SD) education and to provide extensive training for teachers, as noted by interviewees ID 05 and ID 06 This financial shortfall is not unique to TVET institutions; it significantly impedes the integration of Education for Sustainable Development (ESD) into curricula The lack of financial resources and experience poses major obstacles to achieving ESD goals within the school curriculum, resulting in insufficient infrastructure to support ESD skills in teaching and learning (UNESCO, 2020c).
Moreover, several teachers also claimed that they do not have much time to integrate
The implementation of Sustainable Development (SD) in lectures is constrained by the time structure dictated by departmental regulations and school policies As noted by interviewee ID 04, the challenges arising from the outdated curriculum significantly limit the integration of SD concepts into the educational framework.
On social and economic related content, it has not been included in the specific curriculum, so I can only prepare my own topics, but when I implement those topics,
I need to get approve from leaders and arrange time in accordance with the students' regular schedule, which is also a common difficulty
The integration of sustainable development (SD) into education remains a critical topic, with recent discussions highlighting that separate courses on SD may be more effective than attempting to merge these concepts into an already overloaded curriculum The traditional education system presents barriers that hinder the effective incorporation of SD values, suggesting that a complete reform in curriculum, pedagogy, and policy is necessary for effective education for sustainable development (ESD) (Venkataraman, 2009) Consequently, the Technical and Vocational Education and Training (TVET) curriculum should be revised to allow for dedicated SD classes and activities within regular lectures Innovating and designing a greening curriculum and training process is essential for the Greening TVET approach, equipping students with both theoretical knowledge and practical skills in sustainable development.
All participating teachers highlighted that students' awareness and attitudes pose significant challenges in integrating sustainable development (SD) into teaching Interviewee ID 03 provided insights into students' perspectives on SD, emphasizing the need for improved understanding and engagement.
Many students overlook the significance of sustainable development (SD) content, viewing it as distant and irrelevant to their lives This lack of engagement highlights the need for greater awareness and attention to SD issues among students, emphasizing the importance of integrating sustainable development knowledge into their education.
Despite the Basic Module being implemented in VCMI for nearly four years, student performance on sustainable development (SD) issues has not improved as significantly as anticipated While students express enthusiasm for participating in the Basic Module, only 50-60% demonstrate genuine concern and take actionable steps toward these issues, as noted by an interviewee.
04 A few students are seen as having a low sense of responsibility to the community
Several factors contribute to students' indifference towards sustainable development (SD), with age being a significant one Teachers have noted that young students often show less concern for SD issues, as highlighted by Interviewee ID 06.
“College students have higher awareness on SD issues than upper-secondary students in
VCMI” Secondly, interviewee ID 01 and ID 03 pointed out source of students as the cause for low awareness and attention on SD The interview ID 01 revealed:
Vocational school students often exhibit lower academic performance and initiative compared to their university counterparts, as many still view university as their primary goal while considering vocational education a secondary option This perception contributes to a disparity in the quality of education and student engagement in vocational institutions, ultimately hindering their ability to adopt and implement Sustainable Development (SD) targets effectively.
Currently, admissions primarily rely on students' previous academic records to assess their potential However, transitioning to an entrance exam system in the future could enhance the quality of incoming students.
Another important factor which came up with during the discussion is the family background and living environment of the students Interviewee ID 02 mentioned:
Students with a strong awareness of sustainable development, often gained through experiences in supportive environments with family and friends, tend to access and apply this knowledge more quickly than their peers.
Implementing Education for Sustainable Development (ESD) faces challenges, particularly in aligning home practices with school teachings When children learn about recycling in school but encounter resistance from parents who do not practice these habits at home, it creates confusion about sustainable development concepts This disconnect can hinder effective learning, especially for younger students (UNESCO, 2020c).
To address these challenges, it is essential to enhance students' awareness through the influence of external factors, including parents, friends, schools, colleagues, and extracurricular activities Introducing sustainable development (SD) concepts early in life will help establish a strong foundation for better understanding Integrating Education for Sustainable Development (ESD) into Early Childhood Education (ECE) is crucial for fostering this awareness.
Teachers play a crucial role in guiding children's understanding of Education for Sustainable Development (ESD) by highlighting key concepts rather than leaving them to explore independently, which can be risky This guidance helps enhance children's awareness of the natural cycle and the interconnectedness of lifestyles, nature, and society (Samuelsson, 2011) Additionally, educators within the VCMI community are committed to improving their own understanding to identify the most effective pedagogical methods for sustainable development.
