International Journal of Research Studies in Education
Special Luminary Issue
2025
Volume 14 Issue 3
Available Online: 20 February 2025
Author/s:
Ngo, Nguyen Thien Duyen
Ho Chi Minh City University of Economics and Finance, Vietnam (duyennnt@uef.edu.vn)
Hoang Thi Ngoc, Hien*
Ho Chi Minh City University of Economics and Finance, Vietnam (hienhtn@uef.edu.vn)
Abstract:
As global emphasis on sustainability grows, there is an increasing need to incorporate Education for Sustainable Development (ESD) across disciplines, including English as a Foreign Language (EFL) teacher education. This literature review investigates the integration of sustainability principles into EFL teacher education programs, with a focus on implications for the Vietnamese higher education context. Despite policy initiatives from Vietnam’s Ministry of Education and Training (MoET) to address sustainable development, practical implementation within EFL education remains limited. This study synthesizes global practices in sustainability-focused teacher training and examines barriers and challenges. Key findings highlight successful models from international contexts that embed sustainability within teacher preparation, enhancing both pedagogical outcomes and student engagement with global sustainability issues. The review offers recommendations for curriculum development and pedagogical strategies to bridge the identified gaps, aligning EFL education in Vietnam with MoET’s sustainability goals. By fostering a comprehensive understanding of sustainability in EFL teaching, this study seeks to support Vietnamese educators in cultivating a future-oriented, globally aware perspective among students.
Keywords: sustainability, Education for Sustainable Development, higher education, curricula, English language education, EFL
DOI: https://doi.org/10.5861/ijrse.2025.25817
Cite this article:
Ngo, N. T. D., & Hoang Thi Ngoc, H. (2025). Towards sustainable futures: Rethinking EFL teacher education in Vietnam. International Journal of Research Studies in Education, 14(3), 17-24. https://doi.org/10.5861/ijrse.2025.25817
* Corresponding Author