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Cited by 32Environmental and sustainability educationGeography Education and PedagogySustainability in Higher Education

The DOI matches its Crossref record; 26 of the 26 references it cites were found in a registry or an index.

Reviewing Vietnam Geography Textbooks from an ESD Perspective

Open access
Nguyen, Thao Phuong·2019·Sustainability
DOI 10.3390/su11092466
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Abstract

This paper examines how Education for Sustainable Development (ESD) is transmitted in the context of geography education by investigating the extent to which geography textbooks in Vietnam promote ESD principles. At the same time, the paper helps clarify how ESD is anchored in formal education and how ESD is contextualized in the specific context of Vietnam. This study involved a qualitative analysis supported by MAXQDA software (VERBI, Berlin, Germany), where geography textbooks from grade 6 to grade 12 in Vietnam were analysed to determine (1) how sustainable development (SD) issues are integrated into the content of the textbooks and (2) the extent to which questions and tasks in the textbooks promote competencies regarding the demands of ESD. The findings show that the textbooks somewhat promote ESD through their content and didactic approach. However, there are still some drawbacks. In terms of content, the textbooks’ main approaches to both SD content and geography core knowledge are description and indoctrination. In terms of their didactic approach, almost all questions/tasks ask students to memorize and reproduce information and rote learning rather than helping them promote ESD competencies. This reconfirms that ESD remains an add-on issue to an overcrowded curriculum, and the geography textbooks reflect an instrumental approach to ESD.

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Research works printed but not linked: 3

  1. Haubrich, H., Reinfried, S., and Schleicher, Y. (2007, January 29–31). Lucerne Declaration on Geogrpahical Education for Sustainable Development. Proceedings of the Lucerne-Symposium, Lucerne, Switzerland.
  2. Stibbe, A. (2009). The Handbook of Sustainability Literacy. Skills for a Changing World, UIT Cambridge Ltd.
  3. Nguyen, A.N., Muniz-Solari, O., Dang, D.T., and Nguyen, T.P. (December, January 27). Reviewing spatial thinking in Vietnam geography textbooks questions. Proceedings of the SEAGA (Southeast Asian Geographers Association) International Conference 2017, Depok, Indonesia.

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Metadata

Authors
Nguyen, T. P.
Affiliations
Hanoi National University of Education (VN)
Corresponding author
Nguyen, Thao Phuong
ORCID
Nguyen, Thao Phuong
Venue
Sustainability
Publisher
MDPI AG
Published
2019-04-26
Volume
11
Issue
9
Pages
2466
ISSN
2071-1050 (ISSN-L)
DOI
10.3390/su11092466
OpenAlex
W2941175608
Cited by
32
References
26
Citations by year
2026: 5 · 2025: 2 · 2024: 9 · 2023: 4 · 2022: 5 · 2021: 3 · 2020: 3 · 2019: 1
FWCI
4.14
Type
journal article
Language
en
Open access
Licence
Locations
  • Sustainability (publishedVersion, cc-by)
  • URN:NBN Resolver for Germany & Switzerland (German National Library) (submittedVersion, other-oa)
  • RePEc: Research Papers in Economics (submittedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
  • Johns Hopkins University
  • Texas State University
  • Westfälische Wilhelms-Universität Münster
  • Karl-Franzens-Universität Graz
Topics
  • Social Sciences › Education › Environmental and sustainability education
  • Social Sciences › Geography, Planning and Development › Geography Education and Pedagogy
  • Social Sciences › Education › Sustainability in Higher Education
Keywords
sustainability education, geography textbooks, Vietnam, geography education, sustainable development, curriculum content, didactic approach, rote learning, formal education

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