Integration of Education for

Sustainable development in the

School of Education, Can Tho

University

ASS.PROF.DR. Nguyen Thi Hong Nam

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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

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

Extra- Clubs and field-trips

Teaching methods

Teaching methods most often applied

• Lecture

• Role play

• Group work

• Field trip

• Problem-based learning

• Project-based learning

Club on Chemistry

and the Environment

Fashion and

Environment

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

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

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

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

ESD orientation

in pre-service teachers education

• Application of levels of competencies (Hannes

Siege, 2013) to design modules

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

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)

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

Thank you for your attention