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Teachers’ competencies in education for sustainable development in the context of Vietnam

Nguyen Phuong Thao (Faculty of Geography, Hanoi National University of Education, Hanoi, Vietnam)
Thi Kinh Kieu (Department of Preschool Education, The University of Danang – University of Science and Education, Danang, Vietnam)
Gabriele Schruefer (Chair for Didactics of Geography, University of Bayreuth, Bayreuth, Germany)
Ngoc-Anh Nguyen (Faculty of Teacher Education, University of Education, Vietnam National University, Ho Chi Minh City, Vietnam)
Yen Thi Hoang Nguyen (National Academy of Education Management, Hanoi, Vietnam)
Nguyen Vien Thong (Faculty of Education, University of Social Science and Humanities, Vietnam National University, Ho Chi Minh City, Vietnam)
Ngo Thi Hai Yen (Faculty of Geography, Hanoi National University of Education, Hanoi, Vietnam)
Tran Thai Ha (Vietnam Institute for Education Sciences, Hanoi, Vietnam)
Doan Thi Thanh Phuong (Faculty of Geography, Hanoi National University of Education, Hanoi, Vietnam)
Tuong Duy Hai (Faculty of Physics, Hanoi National University of Education, Hanoi, Vietnam)
Nguyen Dieu Cuc (National Academy of Educational Management, Hanoi, Vietnam)
Nguyen Van Hanh (School of Engineering Pedagogy, Hanoi University of Science and Technology, Hanoi, Vietnam)

International Journal of Sustainability in Higher Education

ISSN: 1467-6370

Article publication date: 31 August 2022

Issue publication date: 24 November 2022

520

Abstract

Purpose

This study aims to investigate specific professional competencies of teachers to implement education for sustainable development (ESD) in the contexts of Vietnam.

Design/methodology/approach

The authors carried out a Delphi study with eight ESD experts in Vietnam to collect their expertise viewpoints regarding teachers’ ESD professional competencies.

Findings

In total, 13 competencies related to three dimensions (content knowledge/cognitive, pedagogical and pedagogical content knowledge, motivation and volition) were highlighted by ESD experts.

Research limitations/implications

The proposed teachers’ competencies were based on the ideas of a small group of experts, and the results need to be tested, refined and confirmed by further work. Besides, in this study, we have not defined the levels of achievement for each competency as well as developed assessment tools.

Practical implications

The specific professional competencies for teachers can be considered as a foundation for developing educational offers focusing on promoting the specific teachers’ professional competencies in basic ESD training.

Originality/value

Studies on educators’ professional competencies for ESD mostly were conducted in western countries. However, competencies do not exist independently; instead, they should be considered in specific contexts of teaching, school, culture and society. This research is among one of the first studies that contextualizes teachers’ competencies in a non-western context.

Keywords

Acknowledgements

This research is funded by Vietnam National Foundation for Science and Technology Development (NAFOSTED) under Grant Number 503.01-2020.302. The authors would like to express their gratitude to Ms Do Van Nguyet for her suggestions to improve this article.

Citation

Thao, N.P., Kieu, T.K., Schruefer, G., Nguyen, N.-A., Nguyen, Y.T.H., Vien Thong, N., Hai Yen, N.T., Ha, T.T., Phuong, D.T.T., Duy Hai, T., Dieu Cuc, N. and Van Hanh, N. (2022), "Teachers’ competencies in education for sustainable development in the context of Vietnam", International Journal of Sustainability in Higher Education, Vol. 23 No. 7, pp. 1730-1748. https://doi.org/10.1108/IJSHE-08-2021-0349

Publisher

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Emerald Publishing Limited

Copyright © 2022, Emerald Publishing Limited

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