Journal of Curriculum Studies

Education for sustainable development through environmental education: case

study of Vietnam’s Natural Science curriculum

Submission ID 244282896

Article Type Research Article

sustainable development, education for sustaina

ble development, environmental education, envi
Keywords
ronmental knowledge, Natural Science curriculu
m

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4 Education for sustainable development through environmental education:
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6 case study of Vietnam’s Natural Science curriculum
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9 This study evaluates the effectiveness of Vietnam's secondary-level Natural
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Science curriculum in integrating environmental education to promote sustainable

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12 development, guided by Hungerford’s framework. Using a comparative analysis,
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the research assessed the alignment of curriculum content across grades 6 to 9 with
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15 Hungerford's environmental knowledge themes, subthemes, and indicators.
16 Results reveal that the curriculum addresses 11 out of 19 envirnonmental
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18 knowledge themes, covering essential topics such as biodiversity, ecosystem
19 dynamics, and energy conservation, and emphasizes experiential learning through

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21 laboratory and field activities, enabling students to apply scientific concepts in
22 real-world situations. However, key themes related to civic engagement,
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24 environmental ethics, and global environmental challenges are notably
25 underrepresented. To enhance its impact, the curriculum would benefit from a
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more comprehensive integration of advanced environmental education themes,

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28 including citizenship action and global issues, alongside improvements in teacher
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training and resource availability. Such enhancements would better prepare

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31 students for global environmental literacy and active citizenship, empowering

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32 them to contribute meaningfully to sustainable development.
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35 Keywords: sustainable development; education for sustainable development;

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environmental education; environmental knowledge; Natural Science curriculum
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38

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39 1. Introduction
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41

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42 Sustainable development (SD) is a central concept in development discourse, integrating
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44 "sustainable" and "development" to promote growth that meets present needs without

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46 compromising future generations’ abilities to meet theirs (Mensah et al., 2019; Schaefer
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48 & Crane, 2005). This concept advocates for a balance between societal progress,
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50 environmental stability, and economic growth, encouraging human development while
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preserving natural resources and ecosystem services vital for long-term economic and
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societal health (Evers, 2017). SD emphasizes interaction with the environment in ways
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57 that prevent future resource degradation and environmental issues, including
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4 deforestation, pollution, and climate change (Cerin, 2006; Abubakar, 2017). Thus, it
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6 serves both as a model for development and a framework for maintaining ecological
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8 resilience, addressing social goals, and achieving economic sustainability without
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endangering essential ecosystems (Benaim & Raftis, 2008; Browning & Rigolon, 2019;

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Gossling-Goidsmiths, 2018; Zhai & Chang, 2019).

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16 The concept of sustainability appears poised to continue shaping future discourse in
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18 developmental science, suggesting that the best choices are likely those that meet societal
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20 needs and are environmentally and economically feasible, equitable, and socially and
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22 environmentally sustainable. This vision of sustainability highlights the
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24 interconnectedness of social, environmental, and economic dimensions (Figure 1),
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26 leading to the conclusion that almost everything humans do or plan on Earth holds
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28 implications for the environment, economy, or society—and, thus, for the ongoing
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existence and well-being of humanity (Mensah, 2019).
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[Figure 1 is here]
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Educating citizens, especially youth, through formal schooling is viewed as vital to
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38 achieving SD (Bonnet, 1999). This perspective led to the United Nations’ launch of the

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40 Decade of Education for Sustainable Development (DESD), with UNESCO promoting
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42 Education for Sustainable Development (ESD) as a key approach (UNESCO, 2015). Over
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44 time, ESD developed as both an educational philosophy and a global movement,

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46 emphasizing two main elements: content and pedagogy. UNESCO's definition of ESD
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48 includes integrating environmental, social, and economic dimensions and exploring their
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50 interconnections across time and space (Gough, 2002; Summers, 2007). A second
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pedagogical characteristic emphasizes developing skills for sustainable actions,
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55 encouraging pluralism by engaging diverse perspectives and values in SD discussions
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57 (Mogensen, 2010; Lijimbach, 2002; Rudsberg, 2020). This approach moves away from
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4 teaching fixed solutions, focusing instead on critical reflection, enabling students to
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6 evaluate alternative perspectives (Lijimbach, 2002). ESD promotes learner-centered
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8 strategies, such as critical thinking, participatory decision-making, and values-based
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learning, which facilitate students’ understanding of SD’s complexities without

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prescriptive answers (Rudsberg, 2010; Englund, 2006; Sandell, 2005; Winter, 2007).

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Social learning is also essential for fostering collaborative exploration of SD (Wals,

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17 2009). Overall, ESD seeks to equip learners with competencies to understand complex

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19 sustainability issues and to act thoughtfully for a sustainable future.

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22 Education for Sustainable Development (ESD) aims to equip citizens, particularly youth,
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24 with the skills to address sustainability issues, while Environmental Education (EE)
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26 focuses on engaging all social groups in sustainability efforts (Acosta Castellanos et al.,
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28 2020; Hyde & Karney, 2001; Marouli & Duroy, 2019). Sterling (2004) describes an
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"environmental responsibility" approach to sustainability education, which seeks
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behavior change by addressing environmental ignorance. EE emphasizes the human-
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35 nature relationship, aiming to raise awareness about environmental protection (Kopnina,

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37 2015; Liu, 2018). It can be approached on various scales, from individual to collective,
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to improve behaviors toward nature (UNESCO, 1977; West, 2015). The Brundtland

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41 Report defines sustainable development as meeting present needs without compromising

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43 future generations’ ability to meet their own (Brundtland, 1987).
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46 The above analysis clearly reveals the close relationship between ESD and EE. However,
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48 while ESD and EE are related, they also differ in certain aspects, varying depending on
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50 regional or national perspectives. Three distinct viewpoints on the relationship between
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EE and ESD can be identified: (1) EE is equivalent to ESD; (2) EE is part of ESD, and
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55 (3) EE and ESD have common but distinct elements. The Mid-DESD report describes
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57 these relationships explicitly (Wals, A.E., 2009).
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4 (1) EE as Equivalent to ESD
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7 There is feedback on the perception of EE as equivalent to ESD, reflecting a nuanced
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9 relationship between the two. EE remains more defined and widespread in certain
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11 countries, as observed in the U.S., where it continues to expand in reach and influence.
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Meanwhile, variants like "EE for sustainable development" in Taiwan and "EE for a
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16 sustainable society" in Brazil illustrate regional adaptations of EE within sustainability
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18 frameworks. In several regions, environmental educators have taken leading roles in ESD
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20 initiatives, especially where ESD is highly informed by EE, such as in the Asia-Pacific.
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22 When EE merges into ESD, concerns arise that EE might lose some distinct
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24 characteristics, as EE traditionally emphasizes environmental issues, while ESD places
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26 greater focus on social dimensions (WalsArjen, E.J.,2012). McKeown and Hopkins
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28 (2007) suggest that subsuming EE under ESD could risk sidelining the worldview of
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humans as part of nature, leading to a more human-centered approach.
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(2) EE is part of ESD
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Where EE traditionally addresses environmental conservation, resource management,
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and nature protection, ESD extends further to encompass economic, social, political, and

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41 cultural dimensions. Some nations perceive EE as becoming outdated, advocating for

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43 ESD as a replacement to address sustainability more comprehensively. In several areas,
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45 the rise of ESD has stimulated reforms within EE. Effective ESD includes fields such as
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47 systems dynamics, sustainable economics, globalization, cross-cultural education,
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49 futurism, scenario planning, and strategic thinking.
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52 (3) EE and ESD have common but distinct elements
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55 While EE and ESD share several foundational elements, they maintain distinct roles, both
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4 legal and practical roles. Existing EE programs and infrastructure remain essential and
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6 should continue to receive support, ensuring that the advancement of ESD does not
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8 detract from EE. Conversely, ESD benefits from the established frameworks of EE while
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introducing additional considerations—such as cultural, economic, and societal aspects—

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that enhance its scope within sustainability education.

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16 In Vietnam, EE is considered a part of ESD (Le et al.,2022), EE contributes to ESD
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18 through two main approaches: (i) educating on fundamental concepts related to the
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20 environment, ecology, natural resource conservation, and climate change issues, and (ii)
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22 promoting initiatives and activities for disaster risk reduction and climate change
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24 adaptation with a focus on children.
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27 This study focuses on two research questions:

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29

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30 - To what extent has EE been integrated into the Natural Science curriculum by
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32 comparing the Hungerford framework with the Vietnamese Natural Science curriculum?
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- How has the Vietnamese Natural Science curriculum organized activities to facilitate
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EE, and what additional activities could be practical for implementation?
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41 2. Methodology

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In order to assess the extent to which ESD has been integrated, particularly in terms of
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EE within the Natural Sciences curriculum, we have conducted a comparative analysis
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48 between Vietnam's Natural Sciences curriculum and Hungerford's framework.
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50 Subsequently, we examine the presence of EK themes each year in topics within the
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52 Natural Sciences curriculum.
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4 2.1. Rationale to choose Natural Science as a case of analysis
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7 The general education curriculum in Vietnam is developed based on the government's
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9 views on fundamental and comprehensive reforms in education and training. Natural
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Science education is a part of general education. It is conducted across multiple subjects

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13 and educational activities, primarily including Natural and Social Sciences (grades 1 to

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15 3), Science (grades 4 and 5), Natural Science (lower secondary level – grades 6 to grades
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17 9), and Physics, Chemistry, Biology (upper secondary level – grades 10 to grades 12).

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19 The natural science education content is categorized into two stages: basic education and

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career-oriented education. Alongside its role in contributing to the formation and
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development of main qualities and general competencies in students, natural science

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26 education aims to cultivate a scientific worldview in students, playing a pivotal role in
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28 teaching them to appreciate objectivity, love nature, and respect natural laws, thereby
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30 encouraging behaviors that align with the demands of sustainable social and
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environmental development.

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35 Natural Science is an integral part of natural science education. It contributes to the

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37 execution of sustainable educational directions, both specifically within natural science
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39 education and broadly within the general secondary education program. In 2022, we
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41 analyzed the EE content presented in the high school Biology curriculum. Subsequently,

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this paper will examine the extent to which the Natural Science curriculum at the lower
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46 secondary level meets the EE themes, thus seeking opportunities to integrate EE more
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48 comprehensively and effectively. Moreover, no precedent studies were on Vietnam's
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50 Biology Curriculum or the old ESD textbooks. Therefore, this paper will evaluate to what
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52 extent Vietnam's Natural Science curriculum has implemented EE and ESD.
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4 2.2. Rationale to choose the framework to lean on (Hungerford’s framework)
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7 In the early 1990s, Hungerford, Volk, Ramsey, and Bluhm (1994) introduced the
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9 document A Prototype Environmental Education Curriculum for the Middle School
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(revised), A Discussion Guide for UNESCO Training Seminars on Environmental

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13 Education. The document was intended for curriculum developers, considering the goals

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15 for curriculum development and the ultimate aim of EE, which is to develop
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17 environmental literacy in learners. Based on their earlier work, they modified and

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19 recommended the following four-goal levels: (i) Ecological Foundation level, (ii)

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Conceptual Awareness level, (iii) Investigation and Evaluation level, and (iv)
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Environmental Action Skill level, which “should be viewed as hierarchical” when

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26 integrated into the curriculum. Accordingly, they outlined a three-year program for
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28 students between ten and fifteen years of age, which they referred to as “middle school”
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30 learners (Hungerford et al., 1994).
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33 Hungerford's framework is widely renowned in the subject of EE and has been recognized
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35 and adopted by other authors internationally (Cole, 2007; Gayford, 1996; Kim, 2003;

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37 Winther et al., 2010). His framework presented a detailed three-year outline of an EE
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39 program sequence for the middle grades with 26 environmental knowledge (EK) themes.
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41 In general, the focus of Year One is Ecological foundation and humans as an ecological

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factor, covering seven themes. Year Two focuses on Environmental science and
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46 environmental health, covering twelve themes, and Year Three focuses on Issue
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48 investigation and citizenship action training, covering seven themes (Hungerford et al.,
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50 1994).
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53 ESD in Vietnam is prioritized and primarily focused on EE. Therefore, we have opted for
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55 Hungerford's framework to examine the Natural Science curriculum, thereby ascertaining
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4 the current state of EE within the field of Natural Science education in Vietnam. We use
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6 the year themes/subthemes/indicators as reference points to analyze Vietnam’s Natural
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8 Science Curriculum for the secondary school level (Grades 6 to 9) to explore to what
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extent EK themes are covered in the curriculum at each grade.

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14 3. Results

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17 3.1. The Natural Science curriculum from the perspective of sustainable development

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20 General Education Curriculum
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22 Vietnam is enhancing its education system to support sustainable development.
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24 Resolution No.88/2014/QH13 led to the 2018 General Education Curriculum (GEC),
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26 which promotes values like patriotism, responsibility, and environmental awareness. The
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28 GEC emphasizes ESD across subjects, especially in social and natural sciences.
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30 The 2018 GEC with ESD aims to: increase student awareness of sustainability issues
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32 related to resources and the environment; foster personal responsibility for resource
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34 conservation, sustainable socio-economic development, and protecting future
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generations' rights; teach sustainable practices, such as efficient resource use, recycling,
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and minimizing environmental impact; develop skills in critical thinking, information

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41 processing, and SD issue analysis; and prepare students to participate in social and

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43 environmental activities. The goal is to shape responsible citizens who understand and
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Natural Science Curriculum
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50 The Natural Science curriculum in Vietnam aligns closely with the GEC, with sustainable
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52 development as a core goal. This curriculum merges academic knowledge with values of
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environmental responsibility, preparing students for global challenges and emphasizing
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57 their role in social progress and environmental protection.
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4 The Natural Science curriculum instills a commitment to sustainability from secondary
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6 school onwards by integrating chemistry, biology, physics, and earth science. Students
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8 analyze human impact on the planet, learning to view science through an environmental
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lens. Lessons connect scientific concepts to real-world issues, including environmental

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degradation, resource conservation, and climate change, positioning sustainability as an

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interpretative framework rather than just a topic.

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17 Aligned with the GEC's SD orientation, the curriculum promotes environmental

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19 awareness through four main content strands: Matter and Its Transformations, Living

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21 Things, Energy and Its Transformation, and Earth and Sky. It builds knowledge
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23 progressively, covering ecological balance, the impact of human actions on ecosystems,

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25 and biodiversity. Practical, hands-on activities like pollution assessments and ecological
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data collection enhance students' ability to analyze and address environmental challenges.
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By making SD a foundation, the Natural Science curriculum also develops critical

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thinking, problem-solving, and ethical perspectives on the environment. The GEC

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34 envisions students as informed citizens capable of making sustainability-centered
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36 decisions. Each component of the Natural Science curriculum reinforces this vision,
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38 preparing students to engage with global issues like climate change and natural resource

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40 management responsibly.
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42 Through the integration of SD goals, the Natural Science curriculum ensures students
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44 gain both scientific knowledge and ethical awareness, supporting Vietnam's sustainable

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growth. This curriculum empowers students with skills, knowledge, and attitudes that
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enable them to positively impact their communities and the environment, fostering a
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4 3.2. Environmental Knowledge Themes in Natural Science Curriculum for Secondary
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6 Schools (Grades 6 to 9)
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9 3.2.1. Analyzing the comparison between Hungerford’s framework and secondary
10 school Natural Science curriculum in terms of environmental education goals

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12 This study examines the environmental education goals of the Hungerford framework in
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14 comparison with the middle school science curriculum in Vietnam. It then conducts a

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16 detailed thematic analysis to assess the strengths and weaknesses of Vietnam's middle
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school Natural Science curriculum. Basically, the Natural Science curriculum for
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secondary education has effectively aligned with the environmental education
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23 goals outlined in the Hungerford framework, spanning levels I to IV. In fact, the

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25 objectives outlined in the Natural Science curriculum are specific and appropriate for the
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27 context of Vietnam and the characteristics of secondary school students. However, the

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29 curriculum lacks a focus on the investigation and evaluation of real-world issues to inform

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31 actionable solutions.

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33 [Table 1 is here]
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37 3.2.2. Analyzing the comparison between Hungerford’s framework and secondary
38 school Natural Science curriculum in terms of environmental education content

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40 Table 2 presents the main results of this study, in which the EK themes are used as a
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42 reference frame to identify corresponding Natural Science content. The contents
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44 matching with EK themes/subthemes/indicators are shown in this table. 11 over 19 EK

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themes in Year 1 and Year 2 in Hungerford’s framework are represented in the Natural
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49 Science curriculum. In general, 11 EK themes of Year 1 and Year 2 are covered across
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51 grades 6 to 9, except for EK 1 What is ecology? What do ecologists do?, EK 5 Ecological
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53 succession: Ecosystems change over time, EK 10 Water and allied problems, EK 11 Food
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4 production and hunger, EK 12 Forest resources, EK 15 Water pollution, EK 17 Solid
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6 waste disposal, EK 19 Human population growth and control.
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8 [Table 2 is here]
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12 3.2.3. Grade-level analysis of EK Themes/Subthemes/Indicators
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14 In this subsection, we present EK themes/subthemes/indicators from Grades 6 to 9.

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16 Overall, we found that the EK themes mostly correspond to the contents in Grade 8 since
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18 the knowledge of the topic “Living Things” focuses on human body biology and the
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20 relationship between humans and the ecosystem. The contents associated with EK themes
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22 are elaborated below in more detail.
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24 Grade 6
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26 EK2. Individuals Populations and Levels of Organization in Ecology
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Students need to identify the systematic relationship between levels of things that make
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31 up a particular body (cell  organ  organ system  body). Then, they have the

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33 oppurtunity to collect, identify species, and classify common animal and plant species in
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35 the natural environment as well as in daily life.

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37 EK7. Human as an ecological factor
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39 E. Humans and the world’s forests
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41 Students are introduced to the significant roles of plants in human life, encompassing

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43 their roles as sources of sustenance and medicine, materials for products, decoration,
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45 shading, and air regulation. Simultaneously, students are also taught about plants' crucial
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roles in the natural world, including climate regulation, air purification, erosion control,
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50 water source protection, and as habitats and food sources for animals. Therefore, students
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52 are encouraged to properly understand the vital importance of forests for both the
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54 environment and human existence. This understanding leads them to propose and develop
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4 actions toward healthier living environments, such as afforestation, protecting young
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6 trees in forests, urban tree conservation, and establishing coastal mangrove forests.
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8 I. Humans and sustainable development
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Vietnam, classified as a tropical country, boasts a high biodiversity of both animal and

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plant species. Nonetheless, despite the pronounced significance of biodiversity, there is a

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substantial reduction in biodiversity within the country. Several rare animal and plant

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17 species have even been documented as at-risk and facing the prospect of extinction in

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19 Vietnam. In the context of the Natural Science curriculum at Grade 6, students will

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21 examine the paramount importance of biodiversity, the current status of biodiversity
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23 decline, and the underlying causes, as well as proffer and execute a range of strategies

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25 aimed at biodiversity conservation.
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EK14. Air pollution
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A. Sources of air pollution

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In the topic of “Oxygen and Air,” students are provided an opportunity to delve into the

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34 issue of air pollution, examining both its effects on humans and the environment, as well
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36 as various environmental protection measures to combat air pollution. Subsequently,
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38 students also explore a range of common materials and resources and how to sustainably

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40 utilize these raw materials. Notably, sixth-grade students are introduced to a concise
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42 overview of energy security, a topic of global concern extending beyond Vietnam's
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Grade 7
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EK4. Energy and Ecosystems
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51 In the Grade 7 Natural Science curriculum, students learn about the process of nutrient
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53 exchange and energy transformation in organisms, including the process of
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55 photosynthesis in plants. Students come to understand the vital role of photosynthesis in
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4 providing organic matter and essential energy for life. In the natural food chain,
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6 autotrophic organisms utilize photosynthesis to create food sources for many other
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8 organisms.
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EK16. Noise pollution

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In the topic “Sound”, students will learn about sound propagation, amplitude, frequency,

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loudness, and pitch, as well as sound reflection. Consequently, students will recognize

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17 that sound can bring comfort, joy, and enthusiasm to listeners, but it can also cause

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19 discomfort or negatively impact people's hearing health. Students will outline the adverse

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21 effects of noise pollution on human health and propose measures to limit noise pollution
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23 in residential areas, public spaces, hospitals, and schools.

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25 Grade 8
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EK2. Individuals, Populations, and Levels of Organization in Ecology
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B. The “population” as a group of organisms of the same species living in a particular

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habitat (area) at a particular time

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34 C. The “community” as interacting populations of plants and animals living in a given
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36 habitat (area) at a particular time
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38 D. The “ecosystem” as the community concept but with the added consideration of the

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40 nonliving environment (chemical and physical)
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42 After studying the structure and functions of organs and organ systems in the human
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44 body, students explore different living organizations beyond the individual level,

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including populations, communities, and ecosystems. Drawing from the definitions and
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characteristics of populations, communities, and ecosystems, along with the impact of
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51 environmental factors (abiotic and biotic ecological factors) on organisms, students will
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53 engage in seeking and investigating real-life examples within their local context.
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55 E. The “biome” as an aggregate of ecosystems with similar vegetative types
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4 F. The biome, in reality, as one very huge ecosystem
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6 G. Major biomes around the world
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8 H. Climate as the key variable in producing biomes
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I. The “biosphere” as the composite of all earth ecosystems

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Within the theme “Earth and Sky” in the Grade 8 Natural Science curriculum, students

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will delve into the most intricate level of living organization - the biosphere. They will

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17 learn about the concept and characteristics of the biosphere and biomes. The biosphere is

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19 an immense ecosystem encompassing all ecosystems on Earth. It consists of terrestrial

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21 and aquatic biomes. Vietnam, as a typical tropical country with an extensive coastline
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23 and diverse geography of rivers and lakes, offers a unique context for students to explore

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25 a wide range of underwater biomes in the country, including freshwater ecosystems with
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standing water bodies (ponds, lakes, swamps, etc.) and flowing water ecosystems (rivers,
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streams, etc.), as well as saline ecosystems (marshes, deltas, mangrove forests, seas, etc.).

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EK3. The “Ecosystem concept” developed

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34 B. Local/regional ecosystems
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36 Students will be guided to comprehend the classification of ecosystems into two
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38 categories: natural ecosystems and artificial ecosystems. Subsequently, students will be

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40 required to provide examples and analyze the abiotic and biotic components of several
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42 representative ecosystems such as marine ecosystems, tropical rainforest ecosystems,
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44 agricultural field ecosystems, etc.

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C. Components of ecosystems
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F. Tolerance ranges and limiting factors in ecosystems
50
51 G. A summary of the ecosystem concept
52
53 Students are guided to explore and analyze real-life examples of the abiotic and biotic
54
55 components within ecosystems. They will examine the impacts of these abiotic and biotic
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1
2
3
4 factors on the growth and development of organisms, as well as the tolerance ranges of
5
6 organisms in response to specific ecological factors. Simultaneously, students will also
7
8 learn about the metabolic processes and energy transfer among organisms within a
9
10
community and between the community and its environment, forming material cycles and

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energy flow cycles.

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EK 4. Energy and ecosystems

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17 A. The need for energy to “drive” ecosystems

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18
19 B. The sun as the source of energy for driving ecosystém

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20
21 C. Green plants as the basis for energy production
22
23 D. Energy losses in food chains

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24
25 After studying the schematic diagrams of material cycles and energy flows in ecosystems,
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27

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students are tasked with analyzing the significance of solar energy and the process of
28
29
energy conversion through various trophic levels in food chains/webs. To assess the

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nutritional efficiency of each trophic level within an ecosystem, ecological pyramids are

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33
34 constructed. Students are introduced to the concepts of different types of ecological
35

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36 pyramids: pyramid of numbers, pyramid of biomass, and pyramid of energy.
37
38 EK6. Populations and their dynamics

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39
40 Based on their understanding of the concept and fundamental characteristics of
41

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42 populations, students are expected to propose various measures to protect biological
43
44 populations. These measures may involve conserving organisms in their natural habitats

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46
(in-situ conservation) or relocating organisms to environments conducive to their
47
48
49
survival, development, and protection (ex-situ conservation).
50
51 EK7. Human as an ecological factor
52
53 A. Humans as a powerful ecological variable
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1
2
3
4 "While studying the ecological factors within the environment, it can be affirmed that
5
6 “among the biotic ecological factors, humans are a distinctive factor due to their
7
8 intelligence and intentional impact. Humans bring about intentional changes to other
9
10
environmental factors, thus influencing organisms and ultimately affecting themselves”.

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13
In Grade 8, students explore the impacts of human activities on the environment

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14
throughout different periods of social development, as well as the negative effects of

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17 human actions that lead to the degradation of the natural environment. From this, students

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18
19 will develop an awareness of the role of humans in protecting and restoring the

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20
21 environment.
22
23 G. Humans and the world’s wildlife

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24
25 EK13. Plant and animal resources;
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27

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C. Protecting species from extinction
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29
At the conclusion of the Grade 8 Natural Science curriculum, after students have

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completed the study of ecosystems, they will proceed to learn about natural equilibrium.

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34 Building upon the concept of natural equilibrium, students are required to analyze real-
35

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36 life examples demonstrating natural equilibrium. From this, students should identify the
37
38 causes of natural imbalance (either natural or human-induced) and propose measures for

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39
40 protecting and maintaining natural balance. Notably, globally and particularly in
41

o
42 Vietnam, there are numerous endangered wild animal species that require protection
43
44 under the Convention on International Trade in Endangered Species of Wild Fauna and

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45
46
Flora, such as elephants, rhinoceroses, tigers, red-crowned cranes, and various primate
47
48
49
species. Therefore, while examining measures for preserving natural balance, students
50
51 will focus on analyzing the necessity of protecting wild animals and proposing
52
53 conservation measures for them.
54
55 EK8. Humans their history of resource consumption
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1
2
3
4 A. Early humans: hunters and gatherers
5
6 B. Agricultural societies
7
8 C. Industrial societies
9
10
In Grade 8, students explore the impacts of human activities on the environment

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13
throughout different periods of social development, from primitive times, through the

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14
agricultural society era, to the industrial society era.

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15
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17 EK14. Air pollution

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18
19 C. Impact of air pollution on human health

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20
21 E. Indoor air pollution
22
23 Following the understanding of the structure and function of the respiratory system,

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24
25 students are required to outline common respiratory diseases, encompassing both acute
26
27

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and chronic respiratory conditions. One of the major causes of respiratory and pulmonary
28
29
diseases stems from air pollution. Fine particulate matter and chemicals in the air can

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31
irritate the respiratory system, paralyzing the cilia in the airways, and hindering red blood

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32
33
34 cells' ability to carry oxygen, thus causing damage to the respiratory system and reducing
35

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36 lung function.
37
38 Tobacco smoke, containing numerous harmful chemicals, addictive substances,

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39
40 carcinogens, carbon monoxide, and other toxic gases, diminishes the blood's oxygen-
41

o
42 carrying capacity, leading to respiratory system impairment and various hazardous
43
44 respiratory conditions. Therefore, students should be able to propose preventive measures

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45
46
against respiratory diseases and apply them for personal and family protection.
47
48
49
Grade 9
50
51 EK 4. Energy and Ecosystems
52
53 A. The need for energy to “drive” ecosystems
54
55 B. The sun as the source of energy for driving ecosystems
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1
2
3
4 In the theme 'Energy and Life,' students will delve into the energy cycle on Earth, the
5
6 concept and current status of fossil fuel and renewable energy usage. Consequently,
7
8 students will arrive at the conclusion that Earth's energy comes from the Sun.
9
10
EK 8. Humans their history of resource consumption

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13
D. The relationship of population to resource use pollution and environmental

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14
degradation

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15
16
17 In the “Polymers” topic, students will explore the concept, structure, and classification of

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18
19 polymers, their general physical properties, and the synthesis reactions of polyethylene

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20
21 and polypropylene from monomers. From this foundation, students will analyze the
22
23 application of a specific polymer, polyethylene. This polymer finds extensive and

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24
25 common use in daily life. However, excessive utilization of polyethylene contributes to
26
27

r
environmental pollution as it is a non-biodegradable polymer. As a result, students will
28
29
delve into methods for mitigating environmental pollution when employing polymer

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31
materials in everyday life.

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33
34 EK9. Soils and allied problems
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36 A. A definition of “soil”
37
38 In the Grade 9 Natural Science curriculum, following the exploration of knowledge about

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39
40 nonmetals and metals, students will apply this understanding to learn about Earth's
41

o
42 chemical composition. Students will be able to identify the predominant chemical
43
44 elements in Earth's crust and classify the main types of compounds present (oxides,

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45
46
sulfides, etc.). Consequently, students will grasp the significant benefits humanity gains
47
48
49
from the exploitation of Earth's crust resources (fuels, materials, raw materials).
50
51 EK 14. Air pollution
52
53 A. Sources of air pollution
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1
2
3
4 In the “Energy and Life” theme, students come to realize that humans utilize energy in
5
6 daily life from both fossil fuel and renewable energy sources. We are currently
7
8 transitioning from fossil fuel usage to renewable energy forms due to the high cost
9
10
associated with fossil fuel extraction and the environmental pollution resulting from the

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13
combustion of fossil fuels.

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14
Subsequently, students will learn about the products and energy released from the

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15
16
17 combustion of coal and organic compounds – common forms of carbon existing in nature.

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18
19 However, carbon dioxide gas emitted from the combustion of coal and organic

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20
21 compounds, along with methane, is the primary cause of air pollution, the greenhouse
22
23 effect, and global warming. Therefore, students should be able to outline some measures

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24
25 to reduce carbon dioxide emissions both locally and globally.
26
27

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Furthermore, while studying the topic “Hydrocarbons and Energy Sources”, students will
28
29
explore the concept, composition, natural occurrence, and significant applications of

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30
31
petroleum, natural gas, and petroleum gas in real-life situations and industrial production.

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33
34 In addition, students will grasp the concept of fuels and how to use them appropriately in
35

P
36 daily life, avoiding improper consumption that leads to resource wastage and
37
38 environmental pollution.

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39
40 EK18. Hazardous waste
41

o
42 B. Sources of hazardous waste
43
44 In the topic “Human Genetics”, students will learn how to identify certain traits in

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45
46
humans, as well as some genetic disorders and conditions. Students will also be required
47
48
49
to present various factors causing genetic diseases, such as radioactive substances from
50
51 nuclear testing, industrial chemicals, pesticides, and herbicides. If these hazardous
52
53 substances are not properly managed according to the correct procedures, they can lead
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1
2
3
4 to significant consequences in human life and even affect multiple generations within
5
6 families.
7
8
9
10 3.2.4. Analyzing the Comparison between Hungerford’s framework and the Secondary

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11 school Natural Science curriculum in terms of citizenship action training
12
13 Hungerford’s Year Three framework offers a structured approach to EE, focusing on

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14

i
15 Issue Investigation and Citizenship Action Training. It guides students to identify,
16
17 investigate, and address environmental issues through stages that develop analytical

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18
19
skills, environmental awareness, and action-oriented thinking. Beginning with

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20
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22 Environmental Problem Solving, students examine human-environment interactions,
23

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24 analyze quality-of-life issues, and engage in problem analysis. They then move to
25
26 Identifying Issues and Preparing Research Questions, learning to pinpoint environmental
27

r
28 problems and formulate research questions.
29

e
30 As students advance, they gather information from both Secondary Sources and Primary
31

e
32 Sources, including surveys and interviews, building a comprehensive understanding of
33
34 the issues. Hungerford’s framework emphasizes Interpreting Data from Environmental
35

P
36 Issue Investigations, where students organize data, create graphs, and interpret results,
37
38
enabling them to grasp complex environmental information. A key element of this

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39
40
41 framework is the Independent Investigation of a Student-Selected Environmental Issue,

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42
43 where students select an issue, conduct in-depth research, collect data, analyze it, and
44

F
45 present their findings. This approach fosters responsibility and ownership. The final
46
47 stage, Issue Resolution, teaches students methods of citizenship action, environmental
48
49 principles, and decision-making, preparing them to respond thoughtfully to
50
51 environmental challenges.
52
53 The Vietnamese Natural Science curriculum reflects many aspects of Hungerford’s
54
55
framework, particularly in active learning and problem-solving skill development. The
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1
2
3
4 Vietnamese approach emphasizes student engagement, with teachers as facilitators.
5
6 Students are trained in essential process skills, including observation, questioning,
7
8 planning, data analysis, and presentation, which help them explore and understand natural
9
10
phenomena. To align with Hungerford’s focus on Issue Investigation and Citizenship

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13
Action, the curriculum includes project-based learning, situational exercises, laboratory

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14
work, and field surveys, which help students connect scientific concepts with real-world

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16
17 contexts, such as climate change and biodiversity.

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18
19 In Vietnamese secondary schools, advanced methods like exploration projects, situational

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20
21 exercises, and applied research projects support students in identifying issues, preparing
22
23 research questions, obtaining information, and interpreting data. This focus on practical

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24
25 application equips students with analytical skills to address environmental issues, echoing
26
27

r
Hungerford’s approach of The Independent Investigation of a Student-Selected
28
29
Environmental Issue. Through experiential learning, students gain autonomy and a deeper

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30
31
understanding of environmental challenges, building essential citizen competencies such

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33
34 as problem-solving, research skills, and ethical perspectives. Guided fieldwork and
35

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36 situational exercises teach students to identify and analyze environmental problems and
37
38 to consider their roles in addressing them, aligning with Hungerford’s Issue Resolution

r
39
40 stage, which involves citizenship action and ethical decision-making.
41

o
42 In conclusion, the Vietnamese Natural Science curriculum mirrors Hungerford’s Year
43
44 Three framework by emphasizing experiential learning and problem-solving to prepare

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45
46
students as active environmental citizens. Both models highlight the importance of
47
48
49
developing analytical abilities, investigative skills, and ethical awareness through
50
51 engagement with environmental issues. This alignment ensures students acquire the
52
53 scientific understanding and responsible action-oriented mindset needed to address
54
55 complex ecological challenges, fostering global citizens committed to sustainable
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1
2
3
4 development. Through this comprehensive approach, the Vietnamese curriculum
5
6 empowers students with the skills and attitudes essential for sustainable growth and
7
8 environmental stewardship.
9
10
For example, in the 8th grade Natural Science curriculum, we can see some EE activities

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13
such as: Students in learning about their local ecosystem through an investigative, hands-

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14
on approach. Here’s an analysis of the learning process, broken down by each stage:

i
15
16
17 - Selection of an Environmental Problem: Students begin by identifying a specific

v
18
19 environmental issue related to their local ecosystem, such as biodiversity loss or habitat

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20
21 degradation. This problem serves as the focal point for their investigation, encouraging
22
23 them to consider the real-world relevance and impact of their study.

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24
25 - Formulating Research Questions: With a defined problem, students develop research
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27

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questions to guide their inquiry. For instance, they might ask, "What species are present
28
29
in our local ecosystem?" or "How does human activity impact the biodiversity in this

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31
area?" This step helps students frame their exploration and think critically about what

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32
33
34 they aim to understand.
35

P
36 - Data Collection from Primary and Secondary Sources: Students gather information
37
38 through a combination of primary sources (like field observations or samples) and

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39
40 secondary sources (such as scientific articles or reports on local biodiversity). This dual
41

o
42 approach strengthens their research skills and provides a well-rounded perspective on
43
44 their chosen problem.

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46
- Analyzing Information and Communicating Findings: Students analyze their collected
47
48
49
data to draw insights about their ecosystem. They might identify key species, observe
50
51 patterns in biodiversity, or evaluate the health of the ecosystem. By presenting their
52
53 findings in various formats, such as reports, presentations, or posters, they practice
54
55 communicating scientific information effectively.
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2
3
4 - Issue Resolution and Citizenship Action: As a final step, students explore practical
5
6 methods for addressing environmental issues. They learn about principles of
7
8 environmental stewardship and ways to take action, such as participating in conservation
9
10
efforts, raising awareness, or advocating for local policy changes. This stage emphasizes

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13
their role as active, informed citizens who can make positive contributions to their

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14
community.

i
15
16
17 This structured, experiential process allows students to become stewards of their own

v
18
19 learning, enhancing their understanding of ecological concepts while fostering a sense of

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20
21 responsibility and empowerment. Through this guided exploration, they not only gain
22
23 scientific knowledge but also develop skills in decision-making and environmental

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24
25 advocacy, equipping them to make informed choices in the future. [Textbook "Cánh
26
27

r
Diều" grade 8, page 192].
28
29
Another example is students take part in a practical investigation of environmental

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31
pollution in their local area, encompassing aspects such as soil, water, and air pollution.

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33
34 Here is a step-by-step analysis of how the activity unfolds, following an investigative
35

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36 approach:
37
38 - Selection of an Environmental Problem: Students begin by identifying a particular

r
39
40 pollution issue that affects their local area—such as contamination of soil, water, or air.
41

o
42 By choosing an issue relevant to their community, they are prompted to consider the real-
43
44 world implications of environmental pollution and its effects on public health and the

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45
46
ecosystem.
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48
49
- Formulating Research Questions: Once the focus area is chosen, students formulate
50
51 specific research questions to guide their investigation. Questions might include, "What
52
53 types of pollutants are present in the local soil?" or "How does water quality in local rivers
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55
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Page 23 of 50
1
2
3
4 compare across seasons?" This step helps students set clear objectives for their inquiry
5
6 and think critically about what they aim to discover regarding pollution.
7
8 - Data Collection from Primary and Secondary Sources: Students then gather data through
9
10
primary sources, such as direct observation and environmental sampling, as well as

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12
13
secondary sources like local government reports, news articles, or academic studies on

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14
pollution. For instance, they might collect water samples to test for contaminants or

i
15
16
17 analyze air quality readings. This data-gathering process builds research skills and

v
18
19 provides a robust understanding of the pollution situation in their area.

e
20
21 - Analyzing Information and Communicating Findings: After collecting data, students
22
23 analyze the information to determine pollution levels, identify pollutants, and assess the

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24
25 impact on the environment. They then compile a report detailing their findings, including
26
27

r
requirements such as the environment’s name, current pollution photos, identified
28
29
pollutants, and proposed solutions to mitigate pollution. This report provides a platform

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31
for students to communicate their findings effectively.

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33
34 - Issue Resolution and Citizenship Action: Finally, students learn about and suggest
35

P
36 actionable measures to combat pollution in their area. This stage may involve studying
37
38 environmental policies, exploring community action steps, or developing proposals for

r
39
40 pollution reduction. By exploring practical approaches to environmental care, students
41

o
42 gain insight into responsible citizenship, environmental principles, and decision-making
43
44 processes.

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45
46
This hands-on approach encourages students to take ownership of their learning, enabling
47
48
49
them to develop a meaningful understanding of pollution while fostering a sense of
50
51 responsibility and empowerment. Through this structured, collaborative exploration,
52
53 students not only enhance their scientific knowledge but also cultivate skills for problem-
54
55 solving and environmental advocacy, preparing them to make informed decisions as
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1
2
3
4 active citizens. [Textbook "Cánh Diều" grade 8, page 196]. In these activities, students
5
6 work independently or collaborate with their peers in small groups to plan and conduct
7
8 research to learn about the ecosystem or investigate the environmental pollution situation
9
10
in the local area and propose measures to protect the ecosystem and limit environmental

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13
pollution. However, in detail, EE in science in Vietnam is limited by time and the

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14
necessary physical conditions, so the number and frequency of activities aimed at

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15
16
17 providing students with experiences, analyzing, and solving practical issues are still not

v
18
19 sufficient.

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21
22
4. Discussion
23

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24
25 4.1. Strengths and Weaknesses of the Natural Science Curriculum
26
27 Vietnam's Natural Science curriculum aligns closely with Hungerford's framework for

r
28
29 EE, emphasizing environmental awareness and proactive measures. This discussion

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30
31
examines the strengths and limitations of the curriculum, particularly its role in preparing

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33
34
students to address modern environmental challenges.
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36 A major strength of the curriculum is its comprehensive coverage of environmental
37
38 themes across educational levels, addressing sustainable development goals such as

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39
40 biodiversity, ecosystem dynamics, resource conservation, and sustainable energy use.
41

o
42 This broad approach provides students with a holistic environmental science foundation,
43
44 essential for understanding complex concepts. Additionally, the curriculum emphasizes

F
45
46 practical and experiential learning. Laboratory experiments and field studies allow
47
48 students to apply theoretical knowledge in real-world contexts, developing critical
49
50
scientific skills such as observation, data collection, and analytical thinking. This hands-
51
52
53 on approach not only enhances students’ grasp of environmental issues but also fosters
54
55
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1
2
3
4 skills essential for SD, aligning with global educational trends to equip students with
5
6 competencies for 21st-century challenges.
7
8 The curriculum also promotes global citizenship by emphasizing interconnected
9
10
environmental issues and collaborative solutions. Discussions on global challenges, such

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13
as climate change and conservation efforts, prepare students to “think globally, act

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14
locally,” a key principle of effective EE.

i
15
16
17 However, there are notable weaknesses. The curriculum lacks depth in advanced EE

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18
19 themes, particularly civic engagement and environmental ethics, crucial for fostering

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20
21 proactive environmental stewardship. This gap could limit students' preparation for
22
23 informed participation in environmental matters. Resource constraints are another

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24
25 significant challenge, especially in rural areas, where limited access to laboratory
26
27

r
equipment, diverse field locations, and updated educational materials hampers practical
28
29
learning. The curriculum’s success also heavily depends on the quality of teaching, but

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there is a shortage of teacher training in EE. Effective EE requires educators to have an

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33
34 updated understanding of environmental science and teaching methods, yet professional
35

P
36 development in these areas is lacking, impacting the quality of education delivered.
37
38 Additionally, while local environmental issues are addressed, the curriculum’s strong

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39
40 local focus may not fully prepare students for broader, global environmental challenges.
41

o
42 Expanding the curriculum to cover global issues would improve students’ global
43
44 environmental literacy, enabling them to contribute to worldwide solutions.

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45
46
To optimize the curriculum's EE implementation, strategic improvements are
47
48
49
recommended. First, a deeper integration of advanced EE themes would enhance student
50
51 development in civic engagement and environmental ethics. Collaborations with
52
53 environmental non-governmental organization and institutions could offer students
54
55 experiential learning opportunities beyond the classroom. Increased investment in
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1
2
3
4 educational resources, including laboratory equipment and access to diverse ecosystems
5
6 for field studies, would strengthen hands-on learning components. Establishing
7
8 comprehensive teacher training programs with continuous support and resources would
9
10
further improve the quality of EE, ensuring that educators are well-prepared to engage

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12
13
students effectively.

e
14
Expanding the curriculum to include a broader range of global environmental issues

i
15
16
17 would foster a more comprehensive understanding of global interdependencies related to

v
18
19 environmental sustainability. This approach would equip students for global citizenship,

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20
21 enabling them to actively address environmental challenges at both local and international
22
23 levels.

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24
25 By implementing these recommendations, Vietnam’s Natural Science curriculum could
26
27

r
better prepare students with the knowledge, skills, and attitudes needed to contribute to
28
29
global sustainability efforts. These enhancements would not only enrich their educational

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30
31
experience but also empower them as informed participants in the movement toward

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33
34 sustainable development.
35

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36
37 4.2. Presentation of environmental knowlegde in Natural Science curriculum
38

r
39 An analysis of the Natural Science curriculum in alignment with Hungerford's framework
40
41 for EE reveals distinct patterns in the emphasis on certain EK themes, while others are

o
42
43 notably absent. The curriculum prominently features themes such as EK3: Ecosystems,
44

F
45 which receives extensive coverage across various grade levels, focusing on both biotic
46
47
and abiotic components, local and regional ecosystems, and dynamics such as
48
49
50 biogeochemical cycles and energy flow. Similarly, EK4: Energy and Ecosystems
51
52 explores the primary sources of energy, mainly the sun, and how energy is transformed
53
54 within ecosystems through processes like photosynthesis and food webs. Furthermore,
55
56 EK2: Individuals, Populations, and Levels of Organization in Ecology delves into the
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1
2
3
4 organization of life, emphasizing interactions within communities and the broader
5
6 ecosystem context.
7
8 However, the curriculum lacks coverage in several critical EK themes necessary for a
9
10
comprehensive EE. For example, EK1: What is Ecology? What Do Ecologists Do? is

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13
insufficiently addressed, which is crucial for students to fully grasp the importance and

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14
scope of ecological studies. Additionally, EK10: Water and Allied Problems and EK19:

i
15
16
17 Human Population Growth and Control are underrepresented, raising concerns given the

v
18
19 global significance of water resources and the environmental challenges posed by rapid

e
20
21 population growth and urbanization, particularly relevant for Vietnam. Moreover,
22
23 advanced themes from Year 3, such as issue investigation and citizenship action training,

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24
25 are also absent, limiting opportunities for fostering active problem-solving and
26
27

r
developing environmental stewardship among students. These missing EK themes will
28
29
be included in the curriculum of Physics, Chemistry, and Biology at the high school level.

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31

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33 5. Conclusions
34
35 The Natural Science curriculum in Vietnam demonstrates a thoughtful alignment with

P
36
37 global frameworks for ESD, particularly Hungerford’s model of EE. By incorporating
38

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39 essential ecological concepts and practical skills, the curriculum equips students with a
40
41 foundational understanding of environmental issues and the competencies needed to

o
42
43 approach these challenges. However, several areas, such as advanced EE themes
44

F
45 involving civic engagement, environmental ethics, and global environmental challenges,
46
47
remain underrepresented. Addressing these gaps could further strengthen the curriculum,
48
49
50 ensuring a more comprehensive and globally informed environmental education.
51
52 To maximize the curriculum’s effectiveness, improvements in resource allocation,
53
54 educator training, and the integration of broader global themes are recommended.
55
56 Expanding EE themes to include civic and ethical dimensions will enhance students’
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1
2
3
4 capabilities as informed, responsible citizens, enabling them to contribute meaningfully
5
6 to both local and global sustainability efforts. With these strategic enhancements, the
7
8 Natural Science curriculum will better support Vietnam’s aspirations for sustainable
9
10
development, fostering a generation equipped to lead in preserving ecological integrity

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13
and advancing a sustainable future.

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14
To gain a comprehensive view of SDE in Vietnam through EE, we plan to continue

i
15
16
17 applying Hungerford's EE framework to examine the Science curriculum of Primary

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18
19 School. From there, the extent of EE representation will be studied in a consistent

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20
21 sequence from Primary School - Secondary School - High School within Vietnam's GEC.
22
23 This study serves as a valuable reference for educational managers, policymakers, and

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24
25 stakeholders in researching environmental education issues.
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27

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28
29 References

e
30
31 Schaefer, A., & Crane, A. (2005). Addressing sustainability and consumption. Journal of

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32
33 Macromarketing, 25(1), 76–92.
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36 Cerin, P. (2006). Bringing economic opportunity into line with environmental influence:
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38 A discussion on the coase theorem and the Porter and van der Linde hypothesis.

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40 Ecological Economics, 56, 209–225. doi:10.1016/j.ecolecon.2005.01.016
41

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43 Abubakar, I. R. (2017). Access to sanitation facilities among nigerian households:
44

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45 Determinants and sustainability implications. College of Architecture and Planning,
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University of Dammam, Saudi Arabia. Sustainability, 9(4), 547. doi:10.3390/su9040547
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8 Research and Public Health, 16(3), 429. doi:10.3390/ijerph16030429
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11 Gossling-Goidsmiths, J. (2018). Sustainable development goals and uncertainty
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13 visualization. [Master's thesis, University of Twente].

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16 Zhai, T. T., & Chang, Y. C. (2019). Standing of environmental public-interest litigants in
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18 China: Evolution, obstacles and solutions. Journal of Environmental Law, 30, 369–397.
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23 Evers, B. A. (2018) Why adopt the Sustainable Development Goals? The case of

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Mensah, J., & Ricart Casadevall, S. (2019). Sustainable development: Meaning, history,
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principles, pillars, and implications for human action: Literature review. Cogent Social
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35 Sciences, 5(1). https://doi.org/10.1080/23311886.2019.1653531

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Gough, S. (2002). Right Answers or Wrong Problems? Towards a Theory of Change for
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4 Summers, M.& Childs, A. (2007). Student Science Teachers’ Conceptions of Sustainable
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6 Development: An Empirical Study of Three Postgraduate Training Cohorts. Res. Sci.
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8 Technol. Educ., 25, 307–327
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10

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11 Mogensen, F.; Schnack, K. (2010). The action competence approach and the ‘new’
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13 discourses of Education for Sustainable Development, competence and quality

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18 Lijmbach, S.; van Arcken, M.M.; van Koppen, C.S.A.; Wals, E.J. (2002). ‘Your View of
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Rudsberg, K.; Öhman, J. (2010). Pluralism in practice: Experiences from Swedish
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29

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Englund, T. (2006). Deliberative communication: A pragmatist proposal. J. Curric.
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Sandell, K.; Öhman, J.; Östman, L. (2005). Education for Sustainable Development;
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Winter, C.; Firth, R. (2007). Constructing Education for Sustainable Development: The
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secondary school geography curriculum and initial teacher training. Environ. Educ.
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Wals, A. (2009). Social Learning towards a Sustainable World: Principles, Perspectives,
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Wanamaker, C. (2018). The Environmental, Economic, and Social Components of
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6 https://soapboxie.com/ social-issues/The-Environmental-Economic-andSocial-
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8 Components-of-Sustainability
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10

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11 Acosta Castellanos, P.M., Queiruga-Dios, A., Encinas, A.H. and Acosta, L.C. (2020).
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13 Environmental

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education in environmental engineering: Analysis of the situation in Colombia and Latin
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17

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19

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Hyde, R.A. and Karney, B.W. (2001). Environmental education research: Implications
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for engineering education. Journal of Engineering Education, Vol. 90, No. 2, pp. 267-

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Marouli, C. and Duroy, Q. (2019). Reflections on the transformative power of
29

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35 Sterling, Stephen (2004). An analysis of the development of sustainability education

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37 internationally: evolution, interpretation and potential transformation. In: Blewitt, John,
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Cullingford, Cedric (Eds.), The Sustainability Curriculum: The Challenge for Higher

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41 Education. Earthscan, pp. 43–62

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44 Kopnina, H. (2015). Neoliberalism, pluralism and environmental education: the call for

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45
46 radical reorientation. Environmental Development, Vol. 15, pp. 120-130.
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49 Liu, S.C. (2018). Environmental education through documentaries: Assessing learning
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51 outcomes of a general environmental studies course. Eurasia Journal of Mathematics,
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53 Science and Technology Education, Vol. 14, No. 4, pp. 1371-1381.
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56 UNESCO (1977). The Tbilisi declaration: Intergovernmental conference. USSR Tbilisi.
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4 West, S.E. (2015). Understanding participant and practitioner outcomes of environmental
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6 education. Environmental Education Research, Vol. 21, No. 1, pp. 45-60.
7
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9 Balls, E. (2016). Analysing key debates in education and sustainable development in
10

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11 relation to ESD practice in Viet Nam. International Journal of Development Education
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17

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18 (shaping the education of tomorrow: 2012 Full-Length report on the UN decade of
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Wals, A.E. (2009). A Mid-DESD Review. Journal of Education for Sustainable
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27

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28
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29

e
30
McKeown, R. and C. Hopkins (2007). Moving Beyond the EE and ESD Disciplinary
31

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32
33
Debate in Formal Education. Journal of Education for Sustainable Development 1:1
34
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36
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38
Le, T. P., Pham-Shouse, T., & Do, T. L. (2022). Education for sustainable development

r
39
40 through curricular themes of environmental knowledge: an analysis on vietnam’s biology
41

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42 curriculum. In Educational Response, Inclusion and Empowerment for SDGs in
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44 Emerging Economies: How do education systems contribute to raising global citizens?

F
45
46 (pp. 83-101). Cham: Springer International Publishing.
47
48
49 Cole, A. G. (2007). Expanding the field: Revisiting environmental education principles
50
51 through multidisciplinary frameworks. The Journal of Environmental Education, 38(2),
52
53 35–45.
54
55
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1
2
3
4 Gayford, C. (1996). Environmental education in schools: An alternative framework.
5
6 Canadian Journal of Environmental Education (CJEE), 104–120.
7
8
9 Hungerford, H. R., Volk, T. L., & Ramsey, J. M. (1994). A prototype environmental
10

w
11 education curriculum for the middle school. Environmental Education Series (29).
12
13

e
14 Kim, K.-O. (2003). An inventory for assessing environmental education curricula. The

i
15
16 Journal of Environmental Education, 34(2), 12–18.
17

v
18
19 Winther, A. A., Sadler, K. C., & Saunders, G. (2010). Approaches to environmental

e
20
21 education. The Inclusion of Environmental Education in Science Teacher Education, 31–
22
23 49.

R
24
25
26
27

r
28
29

e
30
31

e
32
33
34
35

P
36
37
38

r
39
40
41

o
42
43
44

F
45
46
47
48
49
50
51
52
53
54
55
56
57
58
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60

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1
2
3
4 Table 1. Hungerford’s framework EE goals and Middle School Natural Science’s goals
5
6 in Vietnam
7 Middle School Natural Science
8
9
Hungerford’s framework EE goals curriculum’s goals in Vietnam
10

w
11
12
The learner should be expected to be able to… The learner should be expected
13

e
14 to be able to..

i
15
16 communicate and apply the major
17

v
18 ecological concepts including those
19 state the concepts of organism,

e
20 focusing on individuals, species
21 population, community,
22 populations, communities,
23 ecosystem, biosphere, natural

R
24 ecosystems, biogeochemical cycles,
25 balance, ecological variable,
26
energy production and transfer,
27

r
ecological factors, niche,
28
29
interdependence, niche, adaptation,
Level I: adaptation, biodiversity,...

e
30
31 succession, homeostasis, and man
The

e
32
33 as an ecological variable.
34 Ecological
35 - distinguish between major

P
36 Foundatio-
37 habitats and analyze the
38 ns Level

r
39 apply a knowledge of ecological influence of ecological factors
40
41 concepts to the analysis of on biological life;

o
42
43 environmental issues and identify - state the basic characteristics of
44

F
45
important ecological principles populations and communities;
46
47
48 involved. - present an overview of
49
50 metabolic and energy conversion
51
52 processes in ecosystems;
53
54
55
56
57
58
59
60

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1
2
3
4 - present the causes of natural
5
6 imbalance;
7
8 - analyze air pollution:
9
10
pollutants, sources of air

w
11
12
13 pollution, manifestations of

e
14
polluted air.

i
15
16
17 - list some measures to protect

v
18 apply a knowledge of ecological
19 populations and biodiversity in

e
20 concepts in predicting the
21 communities;
22 ecological consequences of
23 - analyze some measures to

R
24 alternative solutions to
25 protect and maintain natural
26
environmental problems.
27

r
balance.
28
29
understand the principles of

e
30
31
ecology in order to identify, select

e
32
33
34 and utilize appropriate sources of investigate the composition of
35

P
36 scientific information in a biological communities in an
37
38 continuing effort to investigate, ecosystem.

r
39
40 evaluate and find solutions for
41

o
42 environmental issues.
43
44
analyze the importance of

F
45
46
apply a knowledge of ecological
47 protecting some typical
48 concepts to the analysis of given
49 ecosystems of Vietnam: forest
50 sustainable development anecdotes
51 ecosystems, marine and coastal
52 and identify important ecological
53 ecosystems, agricultural
54 principles.
55 ecosystems.
56
57
58
59
60

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1
2
3
4 understand and communicate how - presents the impact of humans
5
6 man’s cultural activities (e.g., on the environment through
7
8 religious, economic, political, periods of social development;
9
10
social and others) influence the - explain the role of humans in

w
11
12
13 environment from an ecological protecting and improving the

e
14
perspective. natural environment.

i
15
16
17 understand and communicate how

v
18 analyze the impact of humans on
19 an individual’s behaviors impact on

e
20 natural environment
21 the environment from an ecological
22 degradation.
23 perspective.

R
24
25
Level II: identify a wide variety of local,
26
27

r
28
The regional, national and international analyze climate change and
29
Conceptual environmental issues and the some key measures to adapt to

e
30
31
Awareness ecological and cultural implications climate change.

e
32
33
34 Level of these issues.
35

P
36 identify and communicate the
37
38 viable alternative solutions

r
39 analyze climate change and
40 available for remediating crucial
41 some key measures to adapt to

o
42
environmental issues as well as the
43
climate change locally.
44
ecological and cultural implications

F
45
46
47 of these various solutions.
48
49 understand the need for
50 investigate the current status of
51 environmental issue investigation
52 environmental pollution in the
53 and evaluation as prerequisite to
54 locality.
55 sound decision making.
56
57
58
59
60

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1
2
3
4 understand the roles played by
5
6 differing human beliefs and values
7
8 in environmental issues and the
9
10
need for personal values

w
11
12 This goal is the sum of the goals
13 clarification as an important part of

e
14 in the program.
environmental decision making.

i
15
16
17 understand the need for responsible

v
18
19 citizenship action in the solution of

e
20
21 environmental issues.
22
23 present the need to protect

R
24
25
wildlife, especially endangered
26
27

r
28
species that must be protected
29 identify and describe a wide variety
according to the Convention on

e
30
31 of successful local, regional,
International Trade in Wild

e
32
33 national, and international
34 Fauna and Flora (CITES) (for
35 sustainable development scenarios.

P
36 example, elephants, rhinos,
37
38 tigers, red-crowned cranes and

r
39
40 primates, etc.).
41

o
42
apply the knowledge and skills
43
Level III: - investigate the composition of
44
needed to identify and investigate

F
45
46 The biological communities in an
47 issues (using both primary and
48 Investigati- ecosystem;
49 secondary sources of information)
50 on and - investigate the current status of
51 and synthesize the data gathered.
52 Evaluation environmental pollution in the
53 demonstrate the ability to analyze
54 Level locality.
55 environmental issues and the
56
57
58
59
60

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1
2
3
4 associated value perspectives with
5
6 respect to their ecological and
7
8 cultural implications
9
10
demonstrate the ability to identify

w
11
12
13 alternative solutions for important

e
14
issues and the value perspectives

i
15
16
17 associated with these solutions.

v
18
19 demonstrate the ability to evaluate

e
20
21 alternative solutions and associated
22
23 value perspectives for important

R
24
25
issues with respect to their
26
27

r
28
ecological and cultural
29
implications.

e
30
31
demonstrate the ability to identify

e
32
33
34 and clarify personal value positions
35

P
36 related to important environmental
37
38 issues and their associated

r
39
40 solutions.
41

o
42
demonstrate the ability to evaluate,
43
44
clarify, and change value positions

F
45
46
47 in light of new information.
48
49 demonstrate the ability to analyze a
50
51 variety of successful sustainable
52
53 scenarios in terms of the
54
55 components (common and
56
57
58
59
60

Page 39 of 50
1
2
3
4 dissimilar) which enable successful
5
6 sustainable development to take
7
8 place.
9
10
demonstrate a competence with a

w
11
12
13 variety of citizenship action skills

e
14
from the following categories of

i
15
16
17 skills: persuasion, consumerism,

v
18
19 political action, legal action, and

e
20 analyze some causes of
21 ecomanagement
22 environmental pollution
23 Level IV: evaluate selected actions in light of

R
24 (pollution due to domestic and
25 their ecological and cultural
The
26
industrial waste, pollution of
27

r
Environme implications
28
29 plant protection chemicals,
-ntal demonstrate the ability to apply one

e
30
31 radioactive pollution, pollution
Action or more citizenship action skills for

e
32
33 due to disease-causing
34 Skill the purpose of resolving or helping
35 organisms) and measures to

P
36 to resolve one or more
37 limit environmental pollution.
38 environmental issues.

r
39
40 demonstrate the ability to apply one
41

o
42
or more of the citizen action skills
43
44
for the purpose of devising a

F
45
46
47 sustainable development scenario.
48
49
50
51
52
53
54
55
56
57
58
59
60

Page 40 of 50
1
2
3
4 Table 2. EK Themes within Natural Science Curriculum
5
6 Content of
7 Environmental
8 Sub - EK Indicator Grade Natural Science
9 Knowledge Themes
10 Curriculum

w
11
12 A. The
13

e
14 “individual” as one From Cell to

i
15
16
organism of a 6 Body
17

v
18
19 given plant or Biodiversity

e
20
21 animal species
22
23 B. The

R
24
25 “population” as a
26
27 group of

r
28 Individuals,
29 organisms of the Ecosystem: the

e
30
Populations,
31
same species Definition of

e
32
33
EK2 and Levels of
34 living in a Population
35 Organization in

P
36 particular habitat
37 Ecology
38 (area) at a 8

r
39
40 particular time
41

o
42 C. The
43
44 “community” as

F
45 Ecosystem: the
46
interacting
47
Definition of
48
49
populations of
50 Communities
51 plants and animals
52
53 living in a given
54
55
56
57
58
59
60

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1
2
3
4 habitat (area) at a
5
6 particular time
7
8
9 1. Life-related Environment and
10 D. The
variables called Ecological

w
11
12 “ecosystem” as the
13 “biotic” variables Factors: Abiotic

e
14 community

i
15 2. Nonliving and Biotic
16 concept but with
17 variables called Ecological

v
18 the added
19 “abiotic” variables Factors

e
20 consideration of
21
Ecosystem:
22
the nonliving 3. How living and
23
Metabolism and

R
24
25
environment nonliving variables
26 Energy
27 (chemical and influence each

r
28 Transformation in
29 physical) other

e
30 an Ecosystem
31

e
32 E. The “biome” as
33
34 an aggregate of
35

P
36 ecosystems with
37
38
similar vegetative

r
39
40
Biosphere and
41 types

o
42 Biome on the
43 F. The biome, in
44 Earth

F
45 reality, as one very
46
47 huge ecosystem
48
49 G. Major biomes
50
51 around the world
52
53
54
55
56
57
58
59
60

Page 42 of 50
1
2
3
4 H. Climate as the
5
6 key variable in
7
8
producing biomes
9
10
I. The “biosphere”

w
11
12
13 as the composite

e
14
of all earth

i
15
16
17 ecosystems

v
18
19 Ecosystems:

e
20 B. Local/regional
21 Types of
22 ecosystems
23 Ecosystems

R
24
25
26 Ecosystem: the
27 1. Biotic variables

r
28 Definition of
29 2. Abiotic variables

e
30 Ecosystem
31 C. Components of

e
32 The 3. The critical
33 ecosystems Ecosystem: the
34 “Ecosystem nature of
35 EK3 8

P
Cycle of
36 Concept” biogeochemical
37
Substances
38
Developed cycles

r
39
40
41 Environment and

o
42
43 F. Tolerance Ecological
44

F
45 ranges and limiting 1. The “law of Factors: Abiotic
46
47 factors in tolerance” and Biotic
48
49 ecosystems Ecological
50
51 Factors
52
53
54
55
56
57
58
59
60

Page 43 of 50
1
2
3
4 Environment and
5 G. A summary of
6 Ecological
7 the ecosystem
8
Factors
9
concept
10
Ecosystem

w
11
12
13 Ecosystem:

e
14

i
15 A. The need for Metabolism and
16
17 energy to “drive” 8 Energy

v
18
19 ecosystems Transformation in

e
20
21 B. The sun as the an Ecosystem
22
23
source of energy Energy and

R
24
25
26 for driving Life: Energy
27 9

r
28 ecosystems Cycle on the
29

e
30 Earth
31

e
32 Energy and Metabolism and
33 EK4
34 Ecosystems 1. The process of Energy
35

P
7
36 photosynthesis Conversion in
37
38
C. Green plants as Organisms

r
39
40
41 the basis for 2. How

o
42
43 energy production photosynthesis in Ecosystem:
44

F
45 green plants Metabolism and
46
47 supports consumer 8 Energy
48
49 organisms Transformation in
50
51
D. Energy losses 1. Energy lost at an Ecosystem
52
53
54 in food chains each step in a food
55
56
57
58
59
60

Page 44 of 50
1
2
3
4 chain: the 10-1
5
6 ratio
7
8
2. Energy loss vs
9
10
the number of steps

w
11
12
13 in a food chain

e
14
3. The concept of

i
15
16
17 the “energy

v
18
19 pyramid”

e
20
21 A. Species Ecosystem: the
22
23 populations form Definition of

R
24
25
communities Communities
26
27

r
28 Ecosystem: the
29

e
30 B. Characteristics Definition of
31
Populations of species Population, Basic

e
32
33
34 EK6 and Their populations 8 Characteristics of
35

P
36 Dynamics the Population
37
38
C. The importance

r
39
40
41 of the group Ecosystem: the

o
42
43 (population) rather Definition of
44

F
45 than individuals Population
46
47 within the group
48
49 Humans As An A. Humans as a
50 3. Human potential Environmental
51 EK7 Ecological powerful 8
52
for environmental Conservation:
53
Factor ecological variable
54
55
56
57
58
59
60

Page 45 of 50
1
2
3
4 preservation/issue Human Impact on
5
6 resolution the Environment
7
8
9 Natural
10 2. Ecological
Equilibrium:

w
11
12 importance of
13 Wildlife

e
14 wildlife

i
15 Conservation
16
17 Natural

v
18
19 5. Reasons for Equilibrium:

e
20 G. Humans and the
21
wildlife losses Causes of Natural
22
world’s wildlife
23
Imbalance

R
24
25
26 Natural
27

r
28 Equilibrium:
29 6. Protecting

e
30 Measures for
31 wildlife

e
32 Sustaining
33
34 Natural Balance
35

P
36
37
1. Human cut and
38
burn forests at an

r
39
40 E. Humans and the Biodiversity:
41 alarming rate

o
42 world’s forests Plant Diversity
43 4. Possible
44 6

F
45 solutions
46
47 I. Humans and 2. Dimensions of Biodiversity: The
48
49 Sustainable sustainable Role of Biological
50
51
Development development Diversity
52
53
54
55
56
57
58
59
60

Page 46 of 50
1
2
3
4 1. The
5
6 domestication of
7
8
plants and animals
9
10
2. Small-scale

w
11
12 A. Early humans:
13 farming

e
14 hunters and
3. True agriculture Environmental

i
15
16 gatherers
17 of past societies Protection:

v
18 B. Agricultural 8
19 4. Agriculture- Human Impact on

e
20 societies
21 based urban the Environment
22 Humans Their C. Industrial
23 societies

R
24 History of Societies
25 5. Environmental
EK8
26
Resource
27

r
impact of
28
29 Consumption
agriculture based

e
30
31
urban societies

e
32
33
34 D. The
35

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40 resource use! resource 9 Applications of
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pollution? and consumption Polyethylene
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environmental

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47 degradation.
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49 Soils and Resource
50 A. A definition of 1. Inorganic
51 EK9 Allied 9 Extraction from
52 “soil” components of soil
53 Problems the Earth's Crust
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4 Natural
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6 Plant and C. Protecting Equilibrium:
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E13 Animal species from 8 Strategies for
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Resources extinction Maintaining

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13 Natural Balance

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15 Energy and Life:
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17 Fossil Fuels

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9 Carbon Source,
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27

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33 A. Sources of air
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38 Oxygen and Air:

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43 Several common
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4 2. Chronic
5 C. Impact of air Human
6 respiratory disease
7 pollution on Respiratory
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3. Acute respiratory
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human health 8 System:
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disease

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13 E. Indoor air 2. Products of

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17 B. Effect of noise Sound: Options

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19 Noise on the human for Noise

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Pollution organism Reduction
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C. Noise control Affecting Health

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26 Human Genetics:
27 Hazardous B. Sources of 1. Chemical

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28 EK18 9 Genetic Factors
29 Waste hazardous waste industries

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30 Causing Diseases
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30 Figure 1. Relationships between Social, Environmental and Economic Sustainability
31 Source: Wanamaker (2018)

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