Education for Sustainable Development (ESD) is a key action for sustainable development listed by UNESCO, which considers education as the key to unlocking progress in all the global development goals.
It teaches individuals to make informed decisions and take action, both individually and collectively, to change society and protect the planet. It equips all learners with knowledge, values, skills and attitudes necessary to address interconnected global challenges like climate change, biodiversity loss, unsustainable resource use, and social inequality.
In Vietnam, ESD has gained significant traction at both policy and grassroots levels, shaped by the country’s distinctive development trajectory and urgent sustainability imperatives.
Vietnam’s commitment to ESD is clearly visible in recent policy measures. Together, The Ministry of Education and Training (MOET) and the UNESCO Hanoi Office launched a national initiative for Education for Sustainable Development until 2030, fulfilling Vietnam’s commitments to ESD declared at the 2021 UNESCO World Conference. This initiative aims to strengthen current ESD efforts and coordinate actions across ministries, NGOs, industry partners and local communities for wider impact.
More about Education for Sustainable Development (External link to UNESCO)
Vietnam’s evolving approach to ESD demonstrates significant alignment with UNESCO’s vision by combining educational reform, industry engagement and NGO innovation to prepare future generations for sustainable development.
Vietnam has made significant advances in integrating ESD into policy, curricula and pedagogy.
ESD concepts have been embedded in general and preschool education, as reflected in national policies and action plans stretching to 2030. There is a growing emphasis on sustainability in university education, particularly in communication, design and business programs
Vietnamese students consistently outperform many developed nations in learning outcomes (e.g., PISA assessments), attributable to strong public investment, rigorous teacher training and a deeply rooted culture that values learning for social advancement.
Leading NGOs, such as CHANGE and VVOB, play a crucial role by delivering non-formal sustainability education, focusing on capacity development, climate leadership, and interactive pedagogies. These programs supplement formal curricula, foster systems thinking and spark active citizenship.
The Sustainability Impact Challenge (SIC), a partnership with RMIT University, major Vietnamese universities, and corporations (e.g., Bosch, Panasonic, Rize, MOTUL), provides real-world training for green careers. Students are challenged to apply theoretical knowledge to business problems, bridging academia and industry and opening new paths to paid internships and green employment.
ESD efforts are reaching rural and ethnic-minority regions, expanding opportunities and awareness across diverse socioeconomic contexts.
Challenges remain in localising top-level policy, financing, pedagogy reform and guaranteeing equitable access and quality. Continued coordination among government, industry, NGOs and international partners is essential to translate ESD aspirations into effective national practice.
ESD in Vietnam faces persistent limitations
Policy Gaps and Implementation Barriers: While national-level policies (e.g., Decision 2161/QĐ-BGDĐT) articulate broad goals, their guidance often lacks concrete direction and specificity. This vagueness impedes effective action at local levels, leaving administrators and teachers uncertain about how to operationalize ESD in day-to-day instruction [10].
Top-Down Approaches: The prevalence of directive, teacher-centered pedagogy restricts student engagement and critical thinking, which are central to ESD’s transformative ambitions. Large class sizes and limited classroom resources further hamper the adoption of innovative, interactive teaching methods [11].
Limited Funding and Resources: Many ESD actions lack earmarked financial support. Especially in rural or under-resourced localities, limited funding remains a major barrier to scaling successful programs and integrating ESD broadly [10].
Teacher Preparation: Research points to a mismatch between teachers’ understanding of ESD and their actual capacity to teach its principles. Training opportunities for integrating sustainability into classroom practice are insufficient, highlighting the need for enhanced professional development [11], [7].
Monitoring and Accountability: ESD implementation, while well-intended, suffers from a lack of clear benchmarks, monitoring, and reporting mechanisms, making it harder to assess and improve outcomes [10], [12].
Equity and Inclusion Gaps: Despite a robust school network, disparities persist, particularly for remote and ethnic-minority communities, where resources for effective ESD and lifelong learning remain lower compared to major urban centers [9].
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