Thực trạng bồi dưỡng năng lực tích hợp giáo dục vì sự phát triển bền vững trong dạy học cho giáo viên phổ thông ở Việt Nam: nghiên cứu trường hợp tại Thành phố Hồ Chí Minh

Tóm tắt

The integration of Education for Sustainable Development (ESD) into the 2018 General Education Curriculum is regarded as a key orientation aimed at nurturing responsible citizens with systems thinking and the capacity to act for the community. In this context, professional development activities to enhance teachers’ competence in integrating ESD have become an urgent requirement, contributing to improving the quality of integrated teaching and effectively implementing the goals of educational reform. A quantitative research method was employed through a large-scale survey with 2,312 responses collected, of which 2,271 valid questionnaires remained after data cleaning. The questionnaire consisted of 26 items divided into five groups: level of implementation, content, methods and forms of training, effectiveness of application, and challenges in training activities. The data were processed using STATA 18.5, applying techniques such as Cronbach’s Alpha, EFA, descriptive statistics, correlation, and ANOVA. The results indicate that the factors were rated at a fairly good level, with training content receiving the highest rating, followed by training methods and application effectiveness, gender and years of teaching experience had significant impacts on training outcomes, whereas educational qualification did not show a clear difference. Based on these findings, the study recommends developing ESD training programs that are diverse, flexible, aligned with subject-specific characteristics and local contexts, while also strengthening digital learning materials, expert involvement, and support mechanisms to enhance teachers’ practical ESD competencies.