Integrating Sustainable Development Education into Physics Teaching at Lower and Upper Secondary Schools in the Mekong Delta: Current Status

Abstract

This study examines the integration of Education for Sustainable Development (ESD) into Physics teaching at lower and upper secondary schools in Vietnam’s Mekong Delta. Using curriculum and textbook analysis along with surveys of teachers and students, the findings reveal that ESD content is often vague, lacks depth, and is insufficiently localized. The topic “Pollution from Technology” shows the lowest student engagement rate (37.04%). Despite generally positive perceptions among teachers and students, implementation faces key challenges such as a lack of teaching resources, limited training opportunities, and time constraints. The study highlights the need for stronger pedagogical guidance, the development of localized materials, and capacity-building efforts to improve ESD integration.