Môi trường số tích hợp giáo dục vì sự phát triển bền vững trong đào tạo giáo viên: Nghiên cứu thực trạng tại hai trường đại học ở Việt Nam

Tóm tắt

In the context of digital transformation, integrating education for sustainable development (ESD) into teacher education requires coordination among institutional support, learning conditions and pedagogical practices. This study examines the current situation at the University of Education, Vietnam National University, Hanoi, and Hanoi Pedagogical University 2 using five-point Likert questionnaires and open-ended questions. It draws on reported results for 111 lecturers and 340 students, from 111 and 405 initial responses, respectively. The findings show that mean scores for the six components range from 3.827 to 4.095 among lecturers and from 3.868 to 4.044 among students, with digital learning conditions receiving the lowest score within each group. Relatively lower ratings are observed for several indicators, including guidance on ESD integration, students’ responsible technology use as perceived by lecturers, access to digital ESD resources and online feedback. The synthesis of open-ended responses identifies difficulties with information verification and Internet connectivity, alongside a need for more opportunities for practice. These findings suggest that institutional digital transformation priorities need to be translated into specific pedagogical guidance, accessible ESD resources and learning tasks grounded in real-world contexts. The results are interpreted primarily as descriptions of participants’ perceptions at the two universities and do not support causal conclusions or generalisation to teacher education nationwide.