Environmental Literacy and Teaching Activities of Preschool Teachers in Vietnam

Ho Uyen Tran, Ben A. LePage, Wei Ta Fang*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

In this study we modeled the environmental literacy of Vietnamese preschool teachers. 324 in-service preschool teachers from Ha Noi, Da Nang, and Ho Chi Minh, Vietnam contributed to the study via an online survey. Structural Equation Modeling (SEM) was used to test the hypotheses of the relationships between environmental knowledge (KN), environmental awareness (AS), decision attitude (DA), personal behavior (PB) and environmental teaching activities (ACT) of these teachers. The results showed that the level of environmental literacy of preschool teachers in Vietnam was moderate with mean score for AS, DA, PB, and ACT ranged from 3.18 to 4.32 on a 5-point Likert-type scale. The results also indicate that the preschool teacher's KN had a positive impact on AS and DA; PB was influenced by AS, but not by KN or DA. In addition, a correlation analysis showed AS and PB had a positive impact on ACT, while DA had a negative influence on ACT. These findings imply that preschool teachers with certain desirable environmental literacy had more tendencies to implement ACT. Based on the findings, recommendations and implications are provided for policy makers, preschool teachers, and researchers in Vietnam and other countries.

Original languageEnglish
Pages (from-to)2357-2371
Number of pages15
JournalEuropean Journal of Educational Research
Volume11
Issue number4
DOIs
Publication statusPublished - 2022 Oct

Keywords

  • Environmental literacy
  • Vietnam
  • environmental teaching activities
  • preschool teachers

ASJC Scopus subject areas

  • Education

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