Nhận thức, thái độ và nhu cầu về giáo dục vì sự phát triển bền vững của sinh viên: nghiên cứu trường hợp tại Trường Đại học Giáo dục - Đại học Quốc gia Hà Nội

Tóm tắt

Education for Sustainable Development (ESD) has become a central priority in global education agendas; however, its integration into teacher education in many developing contexts remains fragmented and insufficiently aligned with institutional conditions. This study investigates pre-service teachers’ perceptions, attitudes, and learning needs regarding ESD at the University of Education - Vietnam National University, Hanoi, employing a transformative-systemic lens to examine both micro-level learner orientations and macro-level institutional factors. A mixed-methods design was adopted, combining a quantitative survey of 633 students with semi-structured interviews involving 20 lecturers and 20 academic administrators. Quantitative results indicate generally positive student orientations towards ESD (M = 3.89, SD = 0.69), with third-year students reporting significantly higher scores than first- and second-year cohorts (p < .05). Despite this, students expressed limited pedagogical self-confidence in applying ESDrelated approaches, revealing a marked gap between value-awareness and practical competence. Qualitative findings corroborate these trends and highlight several systemic constraints, including insufficient professional development for lecturers, fragmented curriculum structures, and a lack of institutional incentives or support mechanisms. The study provides empirical evidence to inform curriculum redesign, capacity building for academic staff, and the expansion of experiential learning opportunities, thereby contributing to more coherent and transformative integration of ESD within teacher education in higher education institutions.