This study aims to examine the determinants of secondary school teachers’ competence in integrating Education for Sustainable Development (ESD) in Vietnam. It emphasizes both individual and institutional factors that shape teachers’ ability to embed ESD principles into their teaching practices, and seeks to enrich the competency framework for Vietnamese general education teachers.
The study employed a covariance-based structural equation modeling (CB-SEM) approach. Data were collected from 625 teachers working in general education institutions across Vietnam. The model tested the impacts of five independent variables: digital competence, opportunities for training and participation, professional motivation, supportive environment and ESD awareness on ESD integration competence.
Results indicate all five factors positively influence ESD integration competence. Digital competence emerged as the strongest predictor (ß = 0.516, p < 0.001). Opportunities for training and participation (ß = 0.231), professional motivation (ß = 0.157), supportive environment (ß = 0.142), and ESD awareness (ß = 0.123) also had significant effects. Teaching motivation mediates the transformation of cognitive resources into pedagogical practice. Findings underscore the joint importance of individual and institutional resources in strengthening ESD implementation.
This study is limited to general education teachers in Vietnam, restricting generalizability to other contexts. Reliance on cross-sectional survey data constrains causal inferences. Future research could apply longitudinal or experimental designs to validate findings. Expanding analysis with multi-group models and inter-local comparisons would enhance external validity and deepen understanding of contextual influences. The study offers practical implications for policymakers and school leaders to design training and institutional support that enhance ESD competence effectively.
This study is among the first to investigate factors influencing teachers' ESD integration competence in Vietnam using CB-SEM. By highlighting digital competence as the strongest predictor, it advances understanding of how technological skills intersect with sustainability education. The research also reveals the mediating role of teaching motivation in transforming cognitive resources into classroom practice. Findings contribute to refining the ESD competency framework for Vietnamese teachers and provide evidence-based insights for policy and practice. The study offers novel directions for comparative and multi-group analyses in future research.
