Fostering environmental consciousness through philology education in Vietnam

Abstract

In the context of the global ecological crisis and climate change, educating the young generation about environmental protection has become an urgent task for the education sector. This study focuses on examining the current situation of environmental education (EE) for students in Vietnam through the subject of Philology a subject with significant potential to nurture emotions and foster ecological thinking. Based on the EE theoretical framework proposed by UNESCO, which includes five core objectives (Awareness, Knowledge, Attitudes, Skills, Participation), the research team employed a methodology combining theoretical research, practical investigation, and statistical analysis. Data were collected via a questionnaire survey of 55 teachers and 445 students in three northern mountainous provinces of Vietnam: Thai Nguyen, Bac Kan, and Lang Son. The results indicated that both teachers and students recognize the importance of building a green environment and integrating environmental protection content into Philology. However, barriers such as a lack of teaching materials, limited program duration, and low learner interest persist. Based on these findings, the study proposes an approach model for integrating environmental education into Philology, which includes restructuring lesson content around ecological critical thinking, designing diverse and creative learning tasks, organizing community-oriented experiential activities, and developing teacher training programs. The research findings contribute to enhancing the theoretical and practical foundations necessary for promoting education for sustainable development in Vietnamese general schools.