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

Bibliographic Data

ID21720565
AuthorsNguyen Phuong Thao (0000-0002-8793-2593), Thao Phuong Nguyen (0000-0002-1870-2292, Hanoi National University of Education), Thi Kinh Kieu (0000-0002-6330-4971, University of Da Nang), Gabriele Schruefer (University of Bayreuth), Ngoc-Anh Nguyen (0000-0003-1184-7381, Vietnam National University Ho Chi Minh City), Yen Thi Hoang Nguyen (0000-0001-9479-4996), Nguyen Vien Thong (Vietnam National University Ho Chi Minh City), Ngo Thi Hai Yen (Hanoi National University of Education), Tran Thai Ha, Doan Thi Thanh Phuong (Hanoi National University of Education), Tuong Duy Hai (Hanoi National University of Education), Nguyen Dieu Cuc (The Vietnam National Institute of Educational Sciences), Nguyen Van Hanh (0000-0001-9987-4151, Hanoi University of Science and Technology)
Year2022
Volume23
Issue7
Pages1730-1748
Publication date2022-11-24
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Sustainability in Higher Education (JOURNAL)
Journal identifiersISSN: 1467-6370 • E-ISSN: 1758-6739
PublisherEmerald (PUBLISHER)
DOI10.1108/ijshe-08-2021-0349
OpenAlexW4293587396
LanguageEN
Citations received4
References cited29

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

Creativity · Delphi method · Education for sustainable development · Medical education · Originality · Pedagogy · Political science · Professional development · Sustainable development · Viewpoints · Computer Science · Educational Environments and Student Outcomes · Environmental Education and Sustainability · Medicine · Psychology · Sustainability in Higher Education

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