Sustainable-Oriented Training for Primary School Teachers in Yunnan Province, China: Implications and Lessons for Vietnam

Abstract

In the context of globalization and the challenges posed by environmental, economic, and social issues, the training of primary school teachers in Education for Sustainable Development (ESD) plays a pivotal role in equipping the younger generation with the necessary knowledge, skills, and attitudes to build a sustainable future. This paper analyzes the current situation and policies regarding the training of primary school teachers in sustainable development in Yunnan Province, China, a region that has achieved notable successes. It focuses on elucidating the key factors contributing to this success, such as educational programs that integrate sustainable development content, investments in modern infrastructure, and the professional and pedagogical development of teachers. Research findings indicate the success of the training program in Yunnan Province, evidenced by an increased rate of teachers integrating sustainable development content, enhanced confidence among newly graduated teachers in teaching about sustainable development, and the establishment of sustainable school models. Consequently, the author also draws valuable lessons from the training model in Yunnan Province that can be applied to the educational context of Vietnam.