Exploring Vietnamese Pre-Service Teachers’ Knowledge, Attitudes, Beliefs, and Teaching Intentions Regarding Climate Change
Climate change presents significant global challenges and is a top priority for many countries, including Vietnam, in achieving sustainable development goals. Teachers’ perceptions of climate change strongly influence their teaching and ability to inspire students to take actions. This study examin...
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| Format: | Article |
| Language: | English |
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VJE
2025-03-01
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| Series: | Vietnam Journal of Education |
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| Online Access: | https://vje.vn/index.php/journal/article/view/526 |
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| author | Thao Phuong Nguyen Thuy Thi Ha Nu Thi Dang Binh Thi Pham Chu A Trang Thao Thu Thi Trinh |
| author_facet | Thao Phuong Nguyen Thuy Thi Ha Nu Thi Dang Binh Thi Pham Chu A Trang Thao Thu Thi Trinh |
| author_sort | Thao Phuong Nguyen |
| collection | DOAJ |
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Climate change presents significant global challenges and is a top priority for many countries, including Vietnam, in achieving sustainable development goals. Teachers’ perceptions of climate change strongly influence their teaching and ability to inspire students to take actions. This study examines the knowledge, attitudes, beliefs, and teaching intentions of Vietnamese pre-service teachers regarding climate change through a survey of 468 participants from teacher education institutions nationwide. Research findings reveal that while pre-service teachers have some understanding of climate change, their knowledge remains limited. Although most express a willingness to act, their beliefs about climate change are often ambiguous and inconsistent. This study represents the first large-scale survey in Vietnam on this topic, providing implications for teacher education programs. Specifically, integrating climate change education as a mandatory course or shared module, incorporating experiential learning, ensuring access to updated research, and enhancing institutional support are crucial for strengthening pre-service teachers’ knowledge and confidence in educating about climate change.
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| format | Article |
| id | doaj-art-cdf48703e7b241bd94a266452f093311 |
| institution | OA Journals |
| issn | 2588-1477 2815-5572 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | VJE |
| record_format | Article |
| series | Vietnam Journal of Education |
| spelling | doaj-art-cdf48703e7b241bd94a266452f0933112025-08-20T02:08:30ZengVJEVietnam Journal of Education2588-14772815-55722025-03-019110.52296/vje.2025.526Exploring Vietnamese Pre-Service Teachers’ Knowledge, Attitudes, Beliefs, and Teaching Intentions Regarding Climate ChangeThao Phuong Nguyen0Thuy Thi Ha1Nu Thi Dang2Binh Thi Pham3Chu A Trang4Thao Thu Thi Trinh5Faculty of Geography, Hanoi National University of Education, VietnamFaculty of Geography, Hanoi National University of Education, VietnamFaculty of Geography, Hanoi National University of Education, VietnamFaculty of Chemistry, Hanoi National University of Education, VietnamFaculty of Geography, Hanoi National University of Education, VietnamFaculty of Chemistry, Hanoi National University of Education, Vietnam Climate change presents significant global challenges and is a top priority for many countries, including Vietnam, in achieving sustainable development goals. Teachers’ perceptions of climate change strongly influence their teaching and ability to inspire students to take actions. This study examines the knowledge, attitudes, beliefs, and teaching intentions of Vietnamese pre-service teachers regarding climate change through a survey of 468 participants from teacher education institutions nationwide. Research findings reveal that while pre-service teachers have some understanding of climate change, their knowledge remains limited. Although most express a willingness to act, their beliefs about climate change are often ambiguous and inconsistent. This study represents the first large-scale survey in Vietnam on this topic, providing implications for teacher education programs. Specifically, integrating climate change education as a mandatory course or shared module, incorporating experiential learning, ensuring access to updated research, and enhancing institutional support are crucial for strengthening pre-service teachers’ knowledge and confidence in educating about climate change. https://vje.vn/index.php/journal/article/view/526Knowledgeattitudesbeliefsteaching intentionsclimate change educationpre-service teachers |
| spellingShingle | Thao Phuong Nguyen Thuy Thi Ha Nu Thi Dang Binh Thi Pham Chu A Trang Thao Thu Thi Trinh Exploring Vietnamese Pre-Service Teachers’ Knowledge, Attitudes, Beliefs, and Teaching Intentions Regarding Climate Change Vietnam Journal of Education Knowledge attitudes beliefs teaching intentions climate change education pre-service teachers |
| title | Exploring Vietnamese Pre-Service Teachers’ Knowledge, Attitudes, Beliefs, and Teaching Intentions Regarding Climate Change |
| title_full | Exploring Vietnamese Pre-Service Teachers’ Knowledge, Attitudes, Beliefs, and Teaching Intentions Regarding Climate Change |
| title_fullStr | Exploring Vietnamese Pre-Service Teachers’ Knowledge, Attitudes, Beliefs, and Teaching Intentions Regarding Climate Change |
| title_full_unstemmed | Exploring Vietnamese Pre-Service Teachers’ Knowledge, Attitudes, Beliefs, and Teaching Intentions Regarding Climate Change |
| title_short | Exploring Vietnamese Pre-Service Teachers’ Knowledge, Attitudes, Beliefs, and Teaching Intentions Regarding Climate Change |
| title_sort | exploring vietnamese pre service teachers knowledge attitudes beliefs and teaching intentions regarding climate change |
| topic | Knowledge attitudes beliefs teaching intentions climate change education pre-service teachers |
| url | https://vje.vn/index.php/journal/article/view/526 |
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