International Journal of Human Research and Social Science Studies

ISSN(p): 3050-547X, ISSN(e): 3050-5488

Volume 02 Issue 05 May, 2025
DOI: [Link]
Page No : 230-241

Integrating Sustainability into Curriculum in Vietnamese Schools: Challenges from

Teachers’ Perspectives
Thach N. Phan1, Trung Q. Tran2
1
Foreign Languages Faculty, Dong Thap University, Dong Thap, Vietnam;
2
Vinh Chanh a Primary School, Thoai Son District, An Giang Province, Vietnam

ABSTRACT: Corresponding Author:

Sustainable development is a global goal that calls on all countries to participate in the process of Trung Q. Tran
ending poverty, protecting the environment, and ensuring peace and prosperity for everyone. This
is also the call of the United Nations (UN) to Vietnam and UN members in general. In the
Vietnamese context, sustainable development goals can be described as ensuring quality education,
openness, and equity; and improve lifelong learning opportunities for everyone, at all levels of
education in Vietnam. However, integrating sustainability into the curriculum has been a challenge
for teachers and educators in schools. This study employed a mixed methods approach to examine
teachers’ perspectives of sustainability in education and the challenges they may encounter when
integrating sustainability into the existing curriculum in Vietnamese schools. Data were collected
through survey and semi-structured interviews with in-service teachers at different school levels in KEYWORDS:
Vietnam. The findings can contribute teachers’ voices in terms of their understandings of Teachers’ perspectives of
sustainability in education and the difficulties in practice. Thus, pedagogical implications can be sustainability, schools in
suggested to boost the process of education for sustainability in Vietnam. Vietnam, challenges

1. INTRODUCTION
Sustainability is a crucial measure for ensuring survival in our rapid-changing world. Sustainability has emerged as a
paramount global challenge, garnering significant attention from nations worldwide as they strive to transition toward a more
sustainable and resilient future. However, the process of sustainable development is being hindered by the rapid growth of the world
economy, causing many environmental problems, such as climate change and loss of natural resources. These problems need to be
acted on quickly and globally for the sake of future generations. One of the most feasible solutions lies in education, which plays
an important role in helping people understand and move toward sustainable development. Education is key to dealing with future
challenges and finding a new path toward sustainable growth (Bertschy et al., 2013; Leal Filho et al., 2015; UNESCO, 1997).
Through education, people can acquire the knowledge and skills needed to solve current and future problems. Education for
Sustainable Development (ESD) is a strategy that helps learners make informed decisions and act responsibly toward the
environment, economy, and society. This strategy is a tool that empowers learners to make more reasonable decisions and
responsible actions for the environment, economy, and society for both the present and future (Rieckmann, 2017). ESD has been
widely recognized since UNESCO formally introduced it in 1992 (Leicht et al., 2018). Today, ESD is widely used in educational
systems around the world.
In Vietnam, sustainability has also gained attention in schools due to the United Nations' Sustainable Development Goals
(SDGs), highlighting quality education and lifelong learning (UNESCO, 2020). These goals aim to create fair and inclusive learning
environments for building responsible global citizens. However, sustainability seems to remain as an unfamiliar topic in the field of
teaching English as a Foreign Language (EFL) as the existing EFL curriculum mainly focuses on students' language skills and
communication skills only (Le & Do, 2013). Also, it is a challenge to integrate sustainability into the EFL curriculum due to the
lack of understanding of sustainability in education and rare availability of materials on this topic (UNESCO, 2017). What is more,
the prescribed curriculum is also not flexible, giving very little chance for teachers to integrate sustainability into the curriculum
(Duong, Hoang, & Bui, 2021). These challenges have obstructed the realization of sustainable development goals in education.

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This article presents the results of an investigation into EFL teachers’ perspectives on sustainability in education and the
challenges they face when integrating sustainability into the EFL curriculum with some recommendations on how to involve
sustainability in EFL classrooms in Vietnam.

2. LITERATURE REVIEW
2.1. Definition of Sustainability
Sustainability is a varied concept that consists of the environment, the economy, and society well-being for both present
and future generations. Sustainable practices aim to improve well-being in all these areas for long-term development, to avoid
damaging the environment and to use resources wisely to maintain a healthy balance (Merrill, 2018). Brundtland (1987) adds that,
sustainability is about meeting today's needs while making sure future generations can also meet theirs. These perspectives together
emphasize the nature of sustainability as a balanced practice, integrating environmental, economic and social aspects towards long-
term progress.
2.2. Definition of Education for Sustainability (EfS)
In the face of growing global challenges such as climate change, social inequality and economic instability, Education for
Sustainability (EfS) has emerged as a vital framework to equip individuals with the tools and mindsets needed to effectively address
these complex issues. EfS is the process by which educators teach individuals the values, opportunities and choices each of us has
to develop as an informed, independent, responsible and active agent of change in an effort to contribute to the future of our society
and ecological systems (Sterling, 2010). Thus, it is a transformative learning process that engages and equips students, teachers with
the knowledge, attitude, skills and values necessary to contribute and safeguard environmental, social and economic well-being, for
both the present and future generations.
2.3. Definition of Education for Sustainable Development (ESD)
Education for sustainable development (ESD) is an educational program that helps individuals and societies understand
and solve challenges of sustainability. ESD provides people, communities and governments with the knowledge and skills needed
to live in ways that respect the environmental, social and economic dimensions of sustainable development (Reid, 2002). In addition,
ESD focuses on enhancing the quality of the environment and the quality of life. It also helps a more equitable economic growth
for sustainability. In such a program, teachers are to help students comprehend complex sustainability issues and equip them to face
societal challenges (Hungerford, 2009). Therefore, ESD plays an essential role in promoting a sustainable future by empowering
individuals to make informed decisions and to act responsibly.
2.4. Education for sustainability – A framework
Education for Sustainability (EfS) helps people gain skills, motivation, and support to use their knowledge for sustainable
development. EfS focuses on improving environmental education by aligning it with sustainability goals. Many organizations see
environmental education as the base for EfS and have created plans to support it (UNESCO, 2017). A common goal is for
governments to work together on shared policies and programs for sustainable education (Tilbury, 2011). This cooperation
encourages people to take action for a sustainable future, guided by frameworks like the one shown in Figure 1.4.1 (Chang, Kidman
& Wi, 2020). EfS combines education and collaboration to build a more sustainable world.

Figure 1.4.1 The EfS framework.

2.5. Challenges in Educating for Sustainability

Educating for sustainability faces several challenges, such as the use of traditional teaching methods, reductionist
approaches, a focus on standardized testing, crowded curricula, and a lack of external support. Firstly, one major challenge in
teaching sustainability is the dependence on traditional teaching methods, relying on one-way communication, where students are
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passive listeners rather than active participants (Blumstein & Saylan, 2007). This type of teaching can worsen sustainability
problems by encouraging simple and isolated thinking that does not address the complex nature of sustainability (Orr, 2004;
Williams, 2008; DuPuis & Ball, 2013). Students, therefore, struggle to use their knowledge to solve real-world sustainability
challenges. To address this, teaching strategies need to become more interactive and dynamic.
Secondly, education systems often overlook the importance of sustainability and only focus more on specialized subjects
rather than the connected thinking needed for a sustainable future. In the field of teacher training, the focus is to promote a
mechanical view of science that does not match the necessity of sustainability education (Orr, 1991; Nolet, 2009). Moreover, schools
and universities typically focus on special knowledge instead of the broader, interconnected thinking that sustainability requires.
Hence, a more integrated curriculum is necessary to fill this gap and promote a deeper understanding of sustainability.
Thirdly, the pressure on achieving high scores in some educational systems also creates a barrier to sustainable education.
Preparing students for tests has resulted in prioritizing factual and procedural knowledge rather than the critical thinking and
experiential learning required for sustainability (Marzano, 1990). As a result, innovative teaching methods are hardly been used to
help students gain a deeper sustainability in education. If testing remains unchanged, sustainability education risks can be ignored
in favor of more test-oriented teaching and learning.
Fourthly, the prescribed curriculum is compulsory in some education systems, leaving very few chances for any
sustainability topics. Teachers have to meet a growing number of standards, making it impossible to fit sustainability into an already
fully-scheduled program (Stir, 2006). Besides preparing students for tests, educators must also provide them with skills for future
jobs, which leaves even less time for sustainability education (Wheeler & Byrne, 2003). Reforming the curriculum to be a more
sustainability inclusive one is believed to be an effective way to solve the problem.
Finally, the lack of external support from universities, NGOs, and businesses can hinder sustainability education.
According to Wheeler & Byrne (2003), sustainability is not often included in teacher training programs, leaving teachers unprepared
to teach the topic. In addition, businesses may create financial barriers, such as charging schools for recycling services, which
discourages sustainable practices. Thus, to improve sustainability education, cooperation between schools and outside organizations
is crucial.
2.6. Teachers’ Perspectives on Sustainability
Many teachers are not familiar with the key concepts of sustainable development. Vukić (2019) found that most high school
teachers did not know much about important sustainable development documents, though they still understood their responsibility
to teach sustainability. This shows the need for better training and resources to help teachers understand and teach sustainability in
the classrooms. What is more, teachers have different opinions on how to integrate sustainability in the curriculum. Cross (2019)
found that teachers in Trinidad and Tobago believed postcolonial issues made it harder for the country to achieve sustainable
development, and they also had different ideas about whether sustainability should be taught in specific subjects. Next, teachers had
various approaches to bringing ethics into natural science lessons as part of sustainability (Sadler et al., 2006). In addition, some
teachers did not see a link between ethics and science, while others thought it was not their responsibility to include ethical concepts.
Thus, there is a need for clearer guidelines on sustainability education.
Teachers also perceive that the lack of collaboration between teachers of different subjects holds back the effective
implementation of sustainable teaching methods. According to Dimenäs and Alexandersson (2012), secondary school teachers
believed that sustainability principles were being taught by others in different subjects. However, when they interviewed those
teachers, they realized that no one was taking responsibility. This shows that using a subject-specific approach without
communication between teachers can lead to gaps in teaching sustainability. Therefore, teachers need to ensure that sustainability
concepts are fully integrated into the curriculum by working together.
2.7. Related studies
In recent years, the prominence of integrating sustainability into the curriculum in schools has got substantial scholarly
attention, reflecting a growing recognition of its potential to form language teaching practices and integrate sustainability in
education. It has become increasingly evident that the exploration of sustainability is not only shedding light on the challenges of
integrating sustainability but also redefining EFL teachers’ perspectives on integrating sustainability into the EFL curriculum. Thus,
several studies of teachers’ perspectives, and challenges about the integration of sustainability into education, and factors that can
enhance sustainability integration have been conducted in the world as well as in Vietnam.
The integration of sustainability into education has experienced some ups and downs around the world. Anyolo, Kärkkäinen
& Keinonen (2018) found that Namibian senior secondary school teachers often see ESD as a means to raise environmental
awareness and link sustainability to educational activities. In another research, the successful implementation of sustainability
education in the Basque Autonomous Community relies on motivated teaching staff, good leadership, and support from school
authorities. Besides, experiential activities and extracurricular engagements show positive outcomes in sustainability education
(Agirreazkuenaga, 2019). Parry & Metzger (2023), on the other side, identified key barriers to implementing sustainability education.

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They found out that the content-based testing, unpolished staff, fragmented curriculum and financial issues can hinder the effective
application of sustainability in schools.
In the Vietnamese context, Nguyen (2018) confirmed that geography teachers in Vietnam hold diverse perspectives on
sustainability integration, shaped by their professional training and societal context. This study also found out a significant
disconnection between UNESCO’s sustainability concepts and teachers' views on the topic. Similarly, Nguyen et al. (2022)
examined the perspectives of pre-service elementary teachers in Vietnam, revealing that teacher training programs inadequately
address sustainable development, leaving pre-service teachers with only a moderate understanding of sustainability. Moreover,
Pham et al. (2023), investigated curriculum reforms in Vietnam, discovered that while teachers encountered difficulties in adapting
to the new curriculum, sustainability was not explicitly addressed. These studies demonstrate that while teachers acknowledge the
importance of sustainability, they face considerable structural and pedagogical problems. Comparably, Kieu, Singer, and Gannon
(2016) explored the barriers to integrating sustainability in Vietnamese schools, pointing out issues such as the top-down
pedagogical approach and a lack of enough resources.
Despite the existing research, there remains a gap in understanding the perspectives of EFL teachers on sustainability
integration in Vietnam. Most studies in the world as well as in Vietnam have focused on general challenges faced by teachers in
levels of school, neglecting the specific challenges that EFL teachers face in incorporating sustainability into their curriculum.
Additionally, although previous research has identified general barriers such as pedagogical limitations and gaps in the curriculum,
the unique challenges of aligning sustainability with language education, especially in teaching English, have not been completely
examined. To fill the gap, the study aims to investigate EFL teachers’ perspectives on integrating sustainability into the EFL
curriculum in Vietnam and to explore the challenges that teachers face when integrating sustainability into the EFL curriculum.

3. METHODOLOGY
A mixed methods design was employed in this study aims to investigate EFL teachers’ perspectives, explore the challenges
that teachers face when integrating sustainability into the EFL curriculum, and help the Vietnamese education system move closer
to the United Nations Sustainable Development Goals. In addition, a mixed methods research design is a procedure for collecting,
analyzing, and mixing both quantitative and qualitative methods in a single study or a series of studies to understand a research
problem (Creswell & Clark, 2017).
Participants of this study were EFL teachers who worked at various school levels in Vietnam from kindergartens, primary
schools, secondary schools, high schools to colleges, and universities. The teachers were selected from urban and rural schools to
ensure diverse perspectives on the integration of sustainability into education. A total of eighty-nine EFL teachers participated in
the survey, and five EFL teachers were chosen for follow-up semi-structured interviews. According to Creswell & Clark (2017),
participants were selected through stratified random sampling and purposive sampling. Stratified random sampling was used to
select thirty-one primary school teachers from various schools in Vietnam for the questionnaire. For semi-structured interviews,
purposive sampling was employed to see if participants were chosen based on their relevance to the research objectives.
Moreover, the main data collection instruments (questionnaires and interviews) were used in this study. These instruments
were chosen as they could be the suitable means of collecting, analyzing, and investigating during the study. Questionnaires are one
of the primary sources of data in any research. According to Green and Salkind (2003), a questionnaire is a useful tool in educational
research since individuals can use it. Questionnaires were designed to gather quantitative data on teachers’ understanding of
sustainability, their integrating sustainability into the curriculum, and the challenges they are facing. Following the survey, semi-
structured interviews were conducted with five EFL teachers to gain a deeper understanding of their perspectives, and challenges in
applying sustainability in their teaching. According to Turner III (2010), these interviews were basically conversations between the
interviewer and the interviewee that were conducted for a specific purpose. The interviews lasted 20 - 30 minutes each and were
conducted face-to-face or online. The time of interviews depended on participants’ availability.
Finally, the data collected from questionnaires, interviews, and audio recordings was examined carefully and qualitatively
to find out EFL teachers’ perspectives and the challenges of integrating sustainability into the EFL curriculum in Vietnam. Thematic
analysis methods were used to find themes and describe patterns in the text data (Braun & Clarke, 2012). The participants were
handed out questionnaires designed for the selected EFL teachers to define EFL teachers’ perspectives, and the challenges of
integrating sustainability. Then, the collected data was comprehensively analyzed to answer the two research questions of the study
by using SPSS software (version 26.0) to analyze the data from the survey. Next, descriptive statistics included mean, standard
deviation, and frequency distribution to summarize EFL teachers’ perspectives, and the challenges of integrating sustainability into
the EFL curriculum. Moreover, all interview data was processed using thematic analysis. The data on interviews was transcribed
verbatim and then analyzed and coded. After preliminary coding, different sources of data were compared to see if consistent patterns
emerged and were combined to depict a more comprehensive picture. The data from the interviews was analyzed according to
themes, following these steps. First, interview transcripts were read through. Next, all excerpts of similar codes relevant to the
interviewees’ perspectives and challenges of integrating sustainability were categorized differently. The last one, based on the codes,

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results on themes were identified. The researcher coded interview data and deduced themes. All excerpts that were used as direct
quotes in presenting the study results were translated from Vietnamese into English.

4. FINDINGS
4.1. Findings from the questionnaires
Section one of the questionnaire with forty-four items presents EFL teachers’ perspectives on integrating sustainability into
the EFL curriculum in Vietnam, and the challenges that teachers face when integrating sustainability into the EFL curriculum. These
items are divided into four clusters: (1) the concept of sustainability, sustainable education, and ESD, (2) the importance of ESD,
and integrating sustainability education into teaching, (3) the challenges in sustainable development education, and in teaching
sustainability in schools, and (4) integrating sustainability education into the curriculum.
A Descriptive Statistic was run to examine the mean and Std. Deviation score of the concept of sustainability, sustainable
education, and ESD with the following results.

Table 4.1: Descriptive Statistics of the concept of sustainability

Concept N Mean Std. Deviation
...including environmental, economic and social well-being
89 4.07 0.95
for present and future.
…improving welfare to ensure long-term development. 89 4.13 0.94
…meaning little or no harm to the environment. 89 4.12 0.96
…emphasizing the wise use of resources to maintain balance. 89 4.13 0.89
…meeting the needs of the present without compromising
89 4.09 0.87
those of future generations.
Valid N (listwise) 89 4.11 0.93

Table 4.1 shows that the overall mean and Std. Deviation score of the concept of sustainability. Overall, many people show
their views on sustainability at a high level (M = 4.11, SD = 0.93). This means everyone strongly agrees with the concept of
sustainability and the respondents are very much different. It is interesting to say that “...emphasizing the wise use of resources to
maintain balance.” is ranked at 4.13 (the highest level). This shows that people strongly agree that sustainability emphasizes the
wise use of resources to maintain balance. Next, the values of the Std. Deviation is around from 0.87 to 0.96. This also means that
respondents' ratings about the concept of sustainability are very different. Thus, it can be ended that teachers completely agree with
the concept of sustainability.

Table 4.2: Descriptive Statistics of the concept of sustainable education

Concept N Mean Std. Deviation
…helping students understand values, opportunities, and choices. 89 4.21 0.82
…encouraging each individual to become a responsible agent of change. 89 4.19 0.88
…calling for active efforts for the future of society and ecosystems. 89 4.19 0.86
…being a transformative and engaging learning process . 89 4.21 0.75
…equipping learners with the necessary knowledge, skills, attitudes, and
89 4.31 0.78
values.
…contributing to protecting environmental, social and economic welfare
89 4.26 0.81
for present and future generations .
Valid N (listwise) 89 4.23 0.81

The table below gives information about the overall mean and Std. Deviation score of the concept of sustainable
education. Overall, many people show their opinion on sustainable education at a high level (M = 4.23, SD = 0.81). This means
everyone strongly agrees with the concept of sustainable education and the respondents are nearly the same. It is interesting to say
that “… equipping learners with the necessary knowledge, skills, attitudes, and values.” is ranked at 4.31 (the highest level). This
shows that people strongly agree that sustainable education equips learners with the necessary knowledge, skills, attitudes, and
values. Next, the values of the Std. Deviation is around from 0.75 to 0.88. This also means that respondents' ratings about the concept
of sustainable education are very near the same. Therefore, it can be concluded that there is a similar rate among the respondents,
and teachers completely agree with the concept of sustainable education.

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Table 4.3: Descriptive Statistics of the concept of ESD
Concept N Mean Std. Deviation
…providing the skills and motivation to apply knowledge for
89 4.18 0.83
sustainable development.
…improving the educational environment through the sustainable
89 4.21 0.85
development goals.
…equipping them with the knowledge, skills, values, and attitudes
89 4.21 0.87
needed to address global challenges.
…playing an essential role in achieving the Sustainable
89 4.22 0.77
Development Goals.
…encouraging creativity and effective problem solving. 89 4.13 0.83
Valid N (listwise) 89 4.19 0.83

Table 4.3 shows that the overall mean and Std. Deviation score of the concept of ESD. Overall, many people show their
views on ESD at a high level (M = 4.19, SD = 0.83). This means everyone strongly agrees with the concept of ESD and the
respondents are nearly the same. It is interesting to say that “…playing an essential role in achieving the Sustainable Development
Goals.” is ranked at 4.22 (the highest level). This shows that people strongly agree that ESD plays an essential role in achieving the
Sustainable Development Goals. Next, the values of the Std. Deviation is around from 0.77 to 0.87. This also means that respondents'
ratings about the concept of sustainable education are very near the same. Hence, it can be finished that there is a similar rate among
the respondents, and teachers completely agree with the concept of ESD.

Table 4.4: Descriptive Statistics of the importance of ESD

Std.
Importance N Mean
Deviation
…preparing individuals and societies to address sustainability challenges. 89 4.06 0.90
…equipping you with the knowledge and skills needed to live sustainably. 89 4.19 0.85
…focusing on improving the quality of environment and life. 89 4.18 0.83
…supporting equitable and sustainable economic growth. 89 4.17 0.80
…building a harmonious society between economic, social, and
89 4.20 0.94
environmental factors.
Valid N (listwise) 89 4.16 0.87

The table below gives information about the overall mean and Std. Deviation score of the importance of ESD. Overall,
many people rate the importance of ESD at a high level (M = 4.16, SD = 0.87). This means everyone rates the importance of ESD
at a very high level and the respondents are nearly the same. It is exciting to say that “…building a harmonious society between
economic, social, and environmental factors.” is ranked at 4.20 (the highest level). This shows that ESD has a very large importance
in building a harmonious society between economic, social, and environmental factors. Next, the values of the Std. Deviation is
around from 0.83 to 0.94. This also means that respondents' ratings about the importance of ESD are very near the same as well as
very different. Thus, it can be concluded that there is a various rate among the respondents, and teachers think ESD is very important
and necessary.

Table 4.5: Descriptive Statistics of the importance of integrating sustainability education into teaching
Importance N Mean Std. Deviation
…helping students understand environmental, economic and
89 4.26 0.79
social issues.
…encouraging critical thinking and positive contributions to
89 4.30 0.78
society.
…achieving the United Nations Sustainable Development
89 4.06 0.88
Goals.
…developing communication skills and global citizenship. 89 4.15 0.82
…promoting connections between subjects. 89 4.21 0.83
Valid N (listwise) 89 4.20 0.82

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Table 4.5 shows that the overall mean and Std. Deviation score of the importance of integrating sustainability education
into teaching. Overall, many people rate the importance of integrating sustainability education into teaching at a high level (M =
4.20, SD = 0.82). This means everyone rates the importance of integrating sustainability education into teaching at a very high level
and the respondents are nearly the same. It is interesting to say that “…encouraging critical thinking and positive contributions to
society.” is ranked at 4.30 (the highest level). This shows that integrating sustainability education into teaching has a very large
importance in encouraging critical thinking and positive contributions to society. Next, the values of the Std. Deviation is around
from 0.78 to 0.88. This also means that respondents' ratings about the importance of integrating sustainability education into teaching
are very near the same. Therefore, it can be ended that teachers appreciate the importance of integrating sustainability education
into teaching, especially critical thinking and positive contributions.

Table 4.6: Descriptive Statistics of the challenges in sustainable development education

Std.
Challenge N Mean
Deviation
…depending too much on traditional teaching methods . 89 3.79 1.03
…lacking of integration of sustainability into the education system. 89 3.80 0.93
…pressuring on high marks hinders sustainable education. 89 4.00 1.08
…pressuring an overloaded curriculum hinders the inclusion of
89 4.02 0.97
sustainable content.
…lacking of support from universities and relevant organizations on
89 3.83 1.06
sustainability education.
Valid N (listwise) 89 3.89 1.01

The table below gives information about the overall mean and Std. Deviation score of the challenges in sustainable
development education. Overall, many people show their opinion on the challenges in sustainable development education at a high
level (M = 3.89, SD = 1.01). This means there are challenges in sustainable development education at a very high level and the
respondents are very different. It is fascinating to say that “…pressuring on an overloaded curriculum hinders the inclusion of
sustainable content.” is ranked at 4.02 (the highest level). This shows that pressuring an overloaded curriculum hinders the inclusion
of sustainable content and has a very large impact on sustainable development education. Next, the values of the Std. Deviation is
around from 0.93 to 1.08. This also means that respondents' ratings about the challenges in sustainable development education are
very different. So, it can be concluded that the challenges in sustainable development education have a very large impact.

Table 4.7: Descriptive Statistics of the challenges in teaching sustainability in schools

Std.
Challenge N Mean
Deviation
…teachers have a great influence on students' understanding of
89 3.99 0.94
sustainability.
…teachers have mixed opinions about integrating sustainability into
89 3.97 0.94
the curriculum.
…teachers in subjects without collaboration make it difficult to teach
89 3.76 1.02
sustainability.
…teachers are unfamiliar with the concepts of sustainable
89 3.73 1.07
development.
…students have limited understanding of sustainability . 89 3.90 0.99
Valid N (listwise) 89 3.87 0.99

Table 4.7 shows that the overall mean and Std. Deviation score of the challenges in teaching sustainability in
schools. Overall, many people show their opinion on the challenges in teaching sustainability in schools at a high level (M = 3.87,
SD = 0.99). This means there are challenges in teaching sustainability in schools at a very high level and the respondents are very
different. It is fascinating to say that “…teachers have a great influence on students' understanding of sustainability.” is ranked at
3.99 (the highest level). This shows that teachers have a great influence on students' understanding of sustainability and have a very
large impact on teaching sustainability in schools. Next, the values of the Std. Deviation is around from 0.94 to 1.07. This also
means that respondents' ratings about the challenges in teaching sustainability in schools are very different. Hence, it can be finished
that the challenges in teaching sustainability in schools have a quite large impact.

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Table 4.8: Descriptive Statistics of integrating sustainability education into the curriculum.
Integrating sustainability education N Mean Std. Deviation
Organize the presentation related sustainability in the classroom. 89 4.09 0.83
Organize discussion groups on sustainable solutions in the
89 4.01 0.86
classroom.
Invite speakers or experts to talk about sustainability. 89 3.93 1.02
Organize field trips. 89 4.13 0.88
Teach students how to sort waste, recycle and reuse at school. 89 4.12 0.85
Create pictures, posters, illustrations or videos about sustainable
89 4.13 0.83
living.
Participate in community campaigns. 89 4.21 0.78
Set up a “sustainability corner” in the classroom. 89 4.09 0.89
Valid N (listwise) 89 4.09 0.87

The table below gives information about the overall mean and Std. Deviation score of integrating sustainability education
into the curriculum. Overall, many people rate the effectiveness of the activities used to integrate sustainability education into the
curriculum at a high level (M = 4.09, SD = 0.87). This means the effectiveness of the activities used to integrate sustainability
education into the curriculum is at a very high level and the respondents are near the same. While “Participate in community
campaigns” is ranked at 4.21 (the highest level), "Invite speakers or experts to talk about sustainability" is rated at 3.93 (a quite high
level). It is fascinating to say that “Participate in community campaigns” is ranked at 4.21 (the highest level). This shows that the
activity (Participate in community campaigns) is the most feasible. Next, the value of the Std. Deviation (Invite speakers or experts
to talk about sustainability) is at 1.02 (a high level). This also means that respondents' ratings about (Invite speakers or experts to
talk about sustainability) are very different. Thus, it can be concluded that the activity (Participate in community campaigns) is the
most feasible and it can carry out at schools.
4.2. Findings from the interviews
The last section of the interview data reveal participants’ perspectives of EFL teachers on incorporating sustainability into
the EFL curriculum in Vietnam, along with the challenges they encounter in doing so. Four themes are identified as (1) perspectives
on sustainability and integrating sustainability in teaching, (2) integrating sustainability into teaching, (3) challenges in integrating
sustainability in teaching, and (4) suggestions for improving sustainability integration in teaching.
4.2.1. Perspectives on sustainability and integrating sustainability in teaching
When asked about their understanding of sustainability, four of the five participants answered that it related to the
environment, economic and society which everyone develop something without affecting them. The two extracts below illustrate
their views.
“...it is related to the economic environment, including the national economy, local economy…” (Participant 1, line 17-
18).
“...developing something without affecting natural resources, and related to environmental protection, socio-economic
development…” (Participant 2, line 14-15).
In addition, they showed their views about ESD. Both five participants answered that ESD is commonly understood as a teaching
approach that promotes awareness, positive attitudes and practical actions towards sustainability. The three extracts below are
examples that illustrate their views:
“...educating students about environmental protection awareness…” (Participant 2, line 19)
“...students can develop community awareness…” (Participant 2, line 21)
“...a teaching method that not only provides knowledge but also develops positive attitudes and behaviors towards
protecting the social environment and the economy…” (Participant 4, line 20-22)
Finally, all participants agreed on the important role of sustainability in education. They emphasized that integrating sustainability
can raise students’ awareness of their responsibility to the environment and society. Examples of these views are presented below.
“…critical thinking and soft skills in problem solving.” (Participant 2, line 32- 33)
“...play a very important role in teaching because it will directly affect the learning process of learners, especially lifelong
learning…” (Participant 3, line 27-29)
4.2.2. Integrating sustainability into teaching
The integration of sustainability into the curriculum varied among participants. Participant 1 shared that sustainability was
sometimes incorporated into lessons through related topics “…they learned vocabulary about planting trees, or they traveled to
places with forests, I would integrate at the end how they protect the environment, or how they can use recycled items…” (Participant
1, line 54-56). Next, participant 2 emphasized the use of group work to facilitate discussions on topics related to sustainability and
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explained “…I let students work in groups because I want them to be able to share their opinions with their friends…” (Participant
2, line 47-48). The last one, participant 5 described guiding students to discuss environmental pollution and climate change, ending
with designing a poster to present their ideas “…work in groups and discuss issues such as environmental pollution and climate
change…” (Participant 5, line 37-38), and “…I let the students design a poster to present ways to protect the environment.”
(Participant 5, line 39-40)
4.2.3. Challenges in integrating sustainability in teaching
All participants identified a number of challenges in integrating sustainability into their curricula. The most frequently
mentioned issues were time constraints and curriculum overload. For example:
“…Time may not be enough because a lesson or a teaching period is limited by time…” (Participant 2, line 65-66)
“...pressure to give them high scores…mainly teach more academic content and the programs are also fixed…”(Participant
5, line 74-75)
“...I said it takes time but the pressure, for example, on your academic scores, if you spend too much time doing
projects…” (Participant 3, line 87-88)
“…there is no test content about sustainability in the test, so it is really the pressure on achievement.”(Participant 3, line
91-93)
4.2.4. Suggestions for improving sustainability integration in teaching
Five participants suggested that there is a need for better support for teachers to effectively integrate sustainability. Thus,
they called for more training opportunities, curricular adjustments, and resources focused on sustainability education. Examples of
these views are presented below.
“…the publisher can put in pictures or on a PowerPoint file…” (Participant 1, line 127-128)
“…must have a source of documents, for example, related documents…’’ (Participant 2, line 93)
“...increase one or two periods so that students have time to study and practice this knowledge.” (Participant 3, line
122-123)
“...in-depth sustainability training, rich learning materials…” (Participant 4, line 79-80)
“...I think we should also include sustainability in the assessment system, build assessments for students to score to
encourage them to participate more actively in sustainability topics.” (Participant 5, line 108-110).

5. DISCUSSIONS
5.1. EFL teachers’ perspectives on sustainability and integrating sustainability into the EFL curriculum in Vietnam
As shown in the descriptive statistics, teachers strongly agreed with the key concepts of sustainability, sustainability
education, and ESD. This is consistent with existing literature that highlights the importance of educators’ beliefs and attitudes in
the effective implementation of sustainability education (Cheung, 2020; Vukic, 2019). In addition, teachers recognized the
importance of sustainability as a comprehensive concept that encompasses environmental, economic, and social aspects. This
understanding is related to definitions provided in the literature such as Brundtland (1987) and Sterling (2010). Furthermore, the
study emphasizes the growing recognition among EFL teachers of the importance of sustainable development education in shaping
responsible global citizens is increasingly recognized by English as a second language teachers. This is related to studies such as
Kieu (2016) and Nguyen et al. (2022), which emphasize Vietnamese educators’ awareness of the importance of sustainable
development.
The findings also show that EFL teachers in Vietnam generally had positive views on integrating sustainability into their
curricula. They recognized the importance of sustainability as a comprehensive concept encompassing environmental, economic,
and social aspects. This understanding is related to definitions provided in the literature such as Brundtland (1987) and Sterling
(2010). Finally, the study emphasizes the growing recognition among EFL teachers of the importance of sustainable development
education in shaping responsible global citizens is increasingly recognized by English as a second language teachers. This is related
to studies such as Kieu (2016) and Nguyen et al. (2022), which emphasize Vietnamese educators’ awareness of the importance of
sustainable development.
5.2. The challenges that EFL teachers face when integrating sustainability into the EFL curriculum
The findings reveal that EFL teachers face significant challenges in integrating these concepts into their curricula. Time
constraints and overloaded curricula are the most pressing issues. As noted by several participants, current educational frameworks
pressure teachers to focus on academic content and high test scores, which often pushes sustainability topics to the margins. This is
consistent with the literature, which highlights the harmful impact of standardized testing on inclusive and innovative teaching
approaches (Marzano, 1990).
Additionally, the reliance on traditional teaching methods can be considered as an obstacle in the process of sustainability
integration. This is in line with Blumstein and Saylan’s (2007) findings that teachers may have difficulty adopting the more
interactive and participatory approaches required for effective sustainability education. This challenge is further compounded by a
lack of support from educational institutions, which often do not provide adequate resources or training for teachers to implement
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sustainability education effectively (Wheeler & Byrne, 2003). Moreover, interviews further revealed that teachers often felt isolated
in their efforts to teach sustainability, with limited collaboration across subject areas to lead to gaps in students’ understanding of
sustainability.
However, some teachers pointed out that integrating sustainability concepts into teaching remains challenging due to
insufficient clear guidance and coordination between subjects. This issue differs from previous studies such as Kieu (2016) and
Nguyen (2018), which have not emphasized this aspect much. In addition, a notable challenge that Vietnamese English teachers
mentioned was the pressure from an overloaded curriculum, which prevented them from integrating sustainability content into their
teaching. Many teachers highlighted that time constraints and the pressure to achieve high grades made it difficult for them to devote
time to sustainability-related projects. This content has not been highlighted in previous studies such as Nguyen et al. (2022) and
Pham et al. (2023), which might focus more on factors like a lack of materials or external support. Moreover, there were no findings
that indicated that any teachers did not value sustainability in education. On the contrary, most teachers recognized the importance
of sustainability education and believed that integrating sustainability into teaching was necessary.
5.3. Implications
The findings have identified several challenges in terms of sustainability integration into EFL curriculum which can be
served as a base for recommending the pedagogical implications. Lacking understanding of sustainable concepts and sustainability
in education is one of the obstacles of the integration process. The problem can be solved in better training for pre-service and in-
service teachers. As for teacher trainees, the curriculum for teacher education in universities should be sustainability included. This
aspect should be added as a required objective in the program to provide teacher trainees with the knowledge and skills necessary
to effectively integrate sustainability into their teaching. These programs should include both sustainability concepts and teaching
strategies that encourage critical thinking and active student engagement. For in-service teachers, sustainability development
including sustainability in education should be a part of professional development programs through training courses from
standardized professional development model to individuals’ life-long learning in self-directed one. Moreover, providing access to
relevant resources and materials will also help teachers feel more confident in integrating sustainability into their lessons.
Another challenge discovered from the findings is the rigidity of the prescribed curriculum. Both quantitative and
qualitative data have indicated that although teachers generally support the integration of sustainability in their teaching practices,
they concern about time constraints, curriculum overload, and the test-based focus. While waiting for a comprehensive curriculum
renovation from the top level of management, teachers can actively incorporate contents of sustainable development during ‘the
Project’ lesson after each unit or make use of the time frame for local education in the Vietnamese National General Curriculum
2018. Teachers should realize that each of them is an educational innovator, contributing in the process of sustainable development
through each lesson they have, or a single activity they organize.
The empirical data also reveal that teachers have difficulty in integrating sustainability into the classroom because of limited
availability of relevant materials and a lack of interactive and dynamic teaching methods. Thus, the development of sustainability
related teaching materials and assessment tools is essential to support teachers in implementing these topics. Establishing a
collaborative network between educators, NGOs, and educational institutions can also facilitate the sharing of resources and best
practices. Besides, it is necessary to organize site-based training courses about curriculum allocating, lesson planning, and
appropriate activity guiding, which can help teachers implement these concepts and teaching strategies effectively in their
classrooms. In addition, schools should also encourage collaborative teaching methods such as lesson study. This allows teachers to
share best practices and innovative strategies for integrating sustainability into their subjects. More training should be made for in-
service teachers about how to carry on experiential learning as indicated in the Vietnamese National General Curriculum 2018. This
approach allows students to learn by doing, spending time out such as field trips, discovery journeys or guided experiments. By
doing so, sustainability development will definitely not only remain as theoretical concepts but become students’ habits, beliefs and
attitudes.
5.4. Limitations
Although this study provides valuable insights, some limitations need to be acknowledged. Firstly, although the sample
size is sufficient, it may not fully capture the diverse perspectives of all EFL teachers across Vietnam. Secondly, the use of self-
reported data from questionnaires and interviews may introduce bias because participants may provide responses that appear to be
socially acceptable. Finally, the study focused primarily on teachers’ perspectives, which may overlook the opinions of students and
educational policy makers to have a broader understanding of the issues.

6. CONCLUSION
This study explored the integration of sustainability into the English as a Foreign Language (EFL) curriculum in
Vietnamese schools, examining teachers’ perspectives and the challenges they face. The findings showed a strong agreement among
teachers on the importance of sustainability education. The mean scores for various concepts related to sustainability, sustainability
education and ESD were quite high, indicating a strong consensus on the necessity of these concepts in the curriculum. Teachers

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emphasized the importance of equipping students with the knowledge, skills and attitudes needed to address sustainability challenges,
and highlighted the role of education in promoting awareness and responsible citizenship. However, the study also identified a
number of challenges that hinder the effective integration of sustainability into teaching activities. Time constraints and curriculum
overload emerged as the most significant barriers, with teachers expressing concerns about the pressure to focus on academic
achievement and standardized testing. In addition, lack of support from educational institutions and insufficient training
opportunities further complicate efforts to integrate sustainability into the curriculum. Thus, these challenges demonstrate a
disconnection between the perceived importance of sustainability education and its actual implementation in schools. The findings
somehow have aligned with the broader goal of the United Nations' Sustainable Development Goals (SDGs) in promoting quality
education and lifelong learning opportunities in Vietnam. Once being aware of the importance of sustainability education, teachers
are expected to act to realize the integration of sustainability into their curriculum which plays a vital role in fostering responsible
citizenship and community engagement among students, encouraging them to think critically about their roles in creating a
sustainable future.
Based on these findings, several recommendations can be made for both practice and future research. Firstly, educational
institutions should consider revising curricula to allow for more flexible time allocations to sustainability topics without
compromising academic content. Increasing the number of class periods dedicated to these subjects could provide teachers and
students with the time needed to engage deeply with sustainability issues. Secondly, professional development programs should be
implemented to train teachers in effective strategies for integrating sustainability into their teaching. Such programs could include
workshops, resources, and collaborative opportunities that promote the sharing of best practices among educators. Finally, future
research should explore the specific challenges faced by ESL teachers in different regions of Vietnam and identify effective strategies
for successfully integrating sustainability education. After adopting these recommendations, Vietnam’s education system can
contribute to achieving the United Nations Sustainable Development Goals, empowering students to become responsible global
citizens.

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