Teachers' Motivation in Implementing Education for Sustainable Development in Vietnam

Bibliographic Data

ID21446014
AuthorsThao Phuong Nguyen (0000-0002-1870-2292, Hanoi National University of Education Hanoi Vietnam), Matthew Douglas Blacker (Independent Researcher Hanoi Vietnam), Thi Kinh Kieu (0000-0002-6330-4971, The University of Danang University of Science and Education Da Nang Vietnam, corresponding author), Bich‐Phuong Thi Nguyen (0000-0003-1836-4403, Ho Chi Minh City University of Technology and Education Ho Chi Minh City Vietnam), Thai Tuan Hoang (Marie Curie School Hanoi Vietnam), Linh Khanh Mai (University of Medicine and Pharmacy Ho Chi Minh City Vietnam), Linh Khanh (University of Medicine and Pharmacy at Ho Chi Minh City), Nguyen Thi Cam Huong (Hanoi National University of Education Hanoi Vietnam)
Year2025
Volume60
Issue4
Publication date2025-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEuropean Journal of Education (JOURNAL)
Journal identifiersISSN: 0141-8211 • E-ISSN: 1465-3435
PublisherWiley (PUBLISHER • GB)
DOI10.1111/ejed.70283
OpenAlexW4415956913
LanguageEN
References cited44

This study investigates teachers' motivation to implement Education for Sustainable Development (ESD) in Vietnamese and international schools through the lens of Self‐Determination Theory (SDT), focusing on autonomy, competence and relatedness. In‐depth interviews with 31 teachers (22 from Vietnamese schools and 9 from international schools) reveal that teachers' motivation predominantly operates under integrated regulation, where external values are internalised but not fully intrinsic. While international school teachers perceive ESD as a means to promote societal well‐being, aligning with autonomy, Vietnamese teachers' motivations are often linked to personal environmental concerns. However, they face rigid curricula and exam pressures that constrain their autonomy, making ESD integration largely self‐initiated. Perceived competence and relatedness also strongly influence motivation, with international teachers benefiting from institutional support and collaborative platforms, unlike their Vietnamese counterparts. The findings underscore the need for curriculum flexibility, context‐responsive professional development and supportive institutional cultures to enhance teacher motivation, strengthen ESD implementation and promote teacher agency in Vietnam and beyond

Agency (philosophy) · Competence (human resources) · Curriculum · Education for sustainable development · Professional development · Sustainable development · Vietnamese · Environmental Education and Sustainability · Motivation and Self-Concept in Sports · Sustainability in Higher Education