Ms. Nguyen Thi Hong Nam

1. Integration of Education for
Sustainable development in the
School of Education, Can Tho
University
ASS.PROF.DR. Nguyen Thi Hong Nam
Phần dành cho đơn vị

2. Content
• ESD in training program of School of Education,
CTU
• Evaluations on ESD and the integration of ESD
at the School of Education
• ESD in pre-service teachers training at the
School of Education

3. EE in training program at the School of
Education
Subjects related to Environment Subjects related to
Teaching methods
Physics Environmental physics EE in Geography at high
schools
Biology IPM in plant protection
Ecology
Applied ecology
Biological fight
EE approaches
Chemistry Chemistry techniques and agricultural
chemistry
Organic chemistry
Non-organic chemistry
EE through chemistry
Primary
school
EE
Geography Population, Environment in the
Mekong delta
Population and development
Local geography

4. Teaching methods
Teaching methods most often applied
• Lecture
• Role play
• Group work
• Field trip
• Problem-based learning
• Project-based learning

5. Club on Chemistry
and the Environment
Fashion and
Environment

6. In the matter of
overpopulation, students
play games “there is no
other place’
Game:
Competitive relations among
species in the rice-fields due to
overuse of pesticides

7. Evaluations on the program and
ESD-teaching methods
Strong points:
• Environment is integrated into the training for several
years
• Besides the teaching theory, there is a subject to teach
students how to integrate Environment
• EE is integrated into curricular and extra-curricular
activities (clubs and excursions)
• Students are encouraged to do their final thesis on
Environment and Environmental Education
• Active teaching methods are applied: group work,
presentation, role-play, games

8. Evaluations on the program and
ESD-teaching methods
Weakness:
• More focused on EE than ESD
• EE is taught in Biology, Chemistry, Geography and
Primary school education
• ESD isn’t given priority in other departments
• About EE curriculum module
- It is not designed on competence-based development
- there is no connection on EE themes in inter- or cross
disciplinary studies

9. Evaluations on the program and
ESD-teaching methods
Weakness
• ESD is an optional subject or compulsory for some
departments
• No available courses on cultural traditions and sustainable
development
• Teaching method:
- Lack of opportunities for students to do survey, solve real
local problems in the Mekong delta: adaptation to climate
change, wild animals consumption ...
- The lecture is still the most frequently used method of
instruction
• Impact on student behavior towards environmental
protection is limited

10. ESD orientation
in pre-service teachers education
• Application of levels of competencies (Hannes
Siege, 2013) to design modules

11. ESD orientation
in pre-service teachers education
• Design curriculum for ESD in inter- and cross disciplinary
studies
• Design curriculum of competence-based development
(Weinert, 2001): Reorganization, Evaluation and Action.
• Integrate local issues and stories into the curriculum
• Organize extra-curricular activities on environment
protection
• Teach pre-service teachers how to integrate ESD into
curricular and extra-curricular activities

12. ESD orientation
in pre-service teachers education
• Use various teaching methods recommended by
UNESCO
- Experiential learning
- Storytelling
- Values education
- Enquiry learning
- Appropriate assessment
- Future Problem solving.
- Learning outside the classroom.
- Community Problem Solving.
(http://www.unesco.org/education/tlsf/mods/theme_d.html)

13. Focused objectives
• Habit change of students towards sustainable
development
• Students’ enhanced working skills such as
analytical thinking skills, creative skills, problem-
solving skills, leadership skills and
communication skills
• Pre-service teachers’ knowledge on ESD

14. Thank you for your attention