4.2. Green finance education needs and perspective (practices and challenges) of educators

4.2.1. Assessment of Educators’ Expertise

In our evaluation of educators’ expertise, we encountered a diverse group of participants. This sample included one associate professor holding a Ph.D., seven individuals with Ph.D. degrees, five research students, and two master’s degree holders. Remarkably, two of them held positions as department heads. Among those interviewed, thirteen were actively engaged in teaching economics, while one worked as a research fellow at a university, and another was sent to the United Kingdom to pursue her PhD degree.

While only one respondent acknowledged having no prior knowledge of green finance, the remainder exhibited varying levels of familiarity, ranging from basic to quite advanced. The majority of participants had not attended any formal training courses in green finance. Instead, they had relied on self-study, independent research, and self-directed learning to acquire their knowledge. They emphasized the prominence of green finance as a current and frequently discussed topic, noting that it garnered significant media attention. Three interviewees mentioned their involvement in workshops and research activities related to green finance, which allowed them to deepen their understanding.

“I have participated in a number of training courses on green energy and green credit organized by the State Bank of Vietnam in conjunction with Germany’s Commerzbank and GIZ, and training courses on green finance and green credit for commercial banks organized by the State Bank of Vietnam and other financial institutions, organized by FIC. In addition, I am involved in a ministry level project on the circular finance development in Vietnam.”

One research student asserted possessing advanced knowledge of green finance due to her ongoing doctoral research. However, she had not yet participated in any formal training programs:

“I believe I have knowledge and skills related to sustainable development and finance, green finance, and green financial tools at a high level because I am researching this topic for the Doctor’s program, as well as have been participating in projects at ministerial and state levels related to this topic. The knowledge I have is based on the process of self-research and knowledge exchange with other researchers. I have not participated in any official training programs yet.”

Regarding the research focus of the educators and researchers interviewed, common themes included green financial instruments (such as green bonds, carbon markets, and climate finance), green banking, and corporate sustainability.

All interviewees unanimously affirmed the pivotal role of green finance in addressing sustainability-related challenges. They emphasized that green finance plays an essential role by providing funding for sustainable development projects, making it indispensable for achieving sustainability objectives. Furthermore, they noted that green finance is becoming an increasingly prominent trend in the business world, signifying a shift from traditional business models to sustainable and socially responsible practices. Integrating sustainable development goals with financial resource allocation was seen as a means to facilitate the achievement of these objectives.

One educator expressed this viewpoint: “I think green finance plays a particularly important role in solving issues related to sustainable development. First, green finance encourages investment in environmentally friendly projects and technologies, helping to minimize negative impacts on the environment, protect natural resources, and reduce carbon emissions. Second, it also plays a critical role in risk management and climate change adaptation. Finally, green finance motivates and supports the transition to a green economy, creating favorable conditions for the development and expansion of green solutions and technologies.”

Some participants argued that green finance is not merely a goal for developing the financial system but also a fundamental solution that fosters sustainable development by simultaneously promoting economic growth, environmental protection, and social justice.

In conclusion, our assessment of educators’ expertise in the field of green finance has provided valuable insights into their backgrounds, knowledge levels, and perspectives on this emerging discipline. It is noteworthy that the majority of these educators had acquired their understanding of green finance through self-study, independent research, and informal learning, as formal training courses on the subject were limited. They emphasized the increasing prominence of green finance in public discourse and acknowledged its vital role in addressing sustainability challenges.

The interviewees recognized that green finance serves as a critical enabler for sustainable development, fostering investment in environmentally friendly projects, mitigating environmental harm, and promoting resource conservation. They also highlighted its potential to advance social equity, diversity, and worker’s rights while aiding risk management and climate change adaptation.

Moreover, the educators emphasized that green finance is not an isolated objective but an integral part of a broader strategy for sustainable development. It aligns with the pillars of economic growth, environmental protection, and social justice, contributing to the achievement of sustainable development goals.

In essence, the educators’ perspectives underscore the growing significance of green finance in academia and its pivotal role in steering economic activities toward sustainability. As this field continues to evolve, their insights and expertise will play a crucial role in shaping the future of green finance education and practice.

4.2.2. Identification of Educators’ Perspectives

The insights gathered regarding the educational needs and viewpoints of educators in the field of green finance shed light on how they perceive the current status of green finance education. This includes their perspectives on the relevance, effectiveness, and overall quality of existing programs.

When it comes to incorporating green finance into the educational system, there is unanimous agreement that green finance should be included in the university curriculum for all economics or finance and banking students, with the option of offering it as an elective course for students in other economic disciplines:

“I think changing people’s awareness about environmental protection, climate change, sustainable finance, and green finance plays an important role in achieving the goals of combating climate change. Therefore, it is highly recommended to include these contents in education/teaching for pupils and students.”

Some suggest that introducing basic green finance knowledge should begin as early as secondary school or high school, allowing students to further develop their understanding of green finance instruments when they enter university:

“In my opinion, green finance content should be introduced at the secondary education level, with subsequent training in green finance instruments integrated into economics and business bachelor’s programs.”

“Building a fundamental understanding of green finance should commence in high school education, specifically through the Economics and Law Education subject. At the university level, it should be seamlessly incorporated into various modules within the Business-Economics domain, with specializations in Economics, Development Economics, and Finance-Banking.”

The majority of educators advocate for the integration of green finance into existing courses and emphasize the need to include green finance in the national educational curriculum framework. This might involve designing specific subjects, courses, or training programs dedicated to green finance and sustainable development:

“First, it is necessary to incorporate green finance into the national-level educational curriculum framework. Second, green finance content should be seamlessly integrated into existing subjects such as economics, management, finance, accounting, or environmental studies. Trainers and teachers can introduce the concept of green finance, provide examples of green projects and technologies, and discuss the impact of financial decisions on the environment and society.”

Furthermore, some interviewees suggest that, in addition to integration into existing courses, green finance education could be offered as a separate module for students majoring in economics or finance and banking:

“It could be included as content in modules such as Development Economics, Development Finance or a module on Financial Investment. There could also be a specialized module dedicated to green finance and green financial tools for students majoring in Economics or banking and finance.”

Apart from curriculum development or integration into existing courses, some educators recommend organizing specialized workshops or seminars to disseminate knowledge and share experiences in promoting green finance at both micro and macro levels:

“In my opinion, green finance and green financial tools should be introduced through workshops or specialized topics, integrating them with relevant financial subjects.”

While two out of fifteen interviewees refrained from commenting on the current state of green finance education due to insufficient information, the remaining participants unanimously agree that green finance has not been formally incorporated into university education programs. While some universities have partially integrated green finance content into certain courses, the coverage remains limited.

One educator shared:

“Green finance is still a relatively new and evolving topic in Vietnam, requiring in-depth research and comparisons with international experiences. Current knowledge is mostly introductory, focusing on evaluating pilot projects and potential future directions in various fields.”

Although some educators have attempted to incorporate their knowledge of green finance into their teaching, this approach has not been standardized and depends on individual instructors’ expertise:

“At present, education and teaching on green finance at my university are optional and depend on the knowledge, experience, and level of interest of the instructors.”

“Currently, knowledge related to green finance is only introduced through teaching materials provided by individual instructors. Teaching green finance has not been formalized in the course syllabus.”

“Some instructors incorporate green finance knowledge through practical applications. The extent to which this is done depends on the number of teaching hours available in a semester. Typically, the basic chapters are already quite packed.”

Several factors contribute to the limited formalization of green finance education at Hanoi universities. Firstly, there is a lack of specific regulations and legal frameworks for green finance in Vietnam. Policies related to green finance are still experimental, and detailed implementation guidelines are yet to be issued. For example, green bond policies are considered experimental, and corporate green bonds have not been officially recognized.

Secondly, the low prevalence of green finance in Vietnam has resulted in limited readiness among local enterprises to adopt green finance practices. While some corporations and financial institutions acknowledge the importance of green finance, its application has not yielded high economic efficiency, possibly leading to a perception that green finance is not a priority.

Another contributing factor is the limited availability of textbooks and teaching materials dedicated to green finance. Specialized green finance modules or courses have not been developed within educational programs. Existing teaching materials, including those adopted from foreign textbooks, have only briefly covered ethics and sustainability, often treated as secondary topics.

In summary, green finance has not yet been formally integrated into university education in Hanoi. Although some educators possess knowledge of green finance, they have integrated it into their lectures based on personal expertise. Green finance education currently relies on individual instructors’ guidance and students’ self-directed research. Despite these challenges, many educators have been actively promoting green finance through research guidance and student projects.

The perspectives of educators regarding green finance education in Hanoi shed light on the current state of affairs and the potential for growth in this important field. While there is a unanimous consensus among educators about the necessity of including green finance in the educational system, the actual implementation is still in its infancy.

Educators and experts advocate for a multi-faceted approach to incorporating green finance education into the curriculum. This includes introducing green finance concepts and principles at an early stage in secondary education, with a more comprehensive integration into higher education programs for economics and finance students. Suggestions range from creating dedicated courses and training programs to seamlessly integrating green finance content into existing subjects.

The majority of educators also emphasize the importance of national-level curriculum framework adjustments to formalize green finance education. They believe this will ensure that green finance becomes an integral part of the educational system rather than an optional add-on.

Despite these challenges, it is encouraging to note that educators and students have taken it upon themselves to explore green finance through research projects and self-directed studies. This initiative highlights the growing awareness and interest in green finance within the academic community.

However, several hurdles remain, including the lack of specific regulations and legal frameworks for green finance in Vietnam, limited enterprise readiness, and the scarcity of dedicated teaching materials. Addressing these challenges and fostering greater collaboration between educational institutions, policymakers, and industry players is essential to further develop green finance education in Hanoi and beyond.

4.2.3 Analysis of Pedagogical Approaches

The outcomes may reveal the pedagogical approaches employed by educators in teaching green finance. This could encompass the use of case studies, real-world examples, collaborative projects, or other innovative teaching methods. Understanding effective pedagogical approaches can inform best practices for green finance education.

In order to capture students’ interest in green finance, many instructors believe that the subject matter should be incorporated into the curriculum through practical, real-world situations or integrated into substantial assignments that encourage active research. Additionally, hosting specialized workshops or discussion sessions on this topic can be arranged to disseminate knowledge and experiences related to promoting green finance.

“Teachers can establish a positive and motivating learning environment by employing diverse, creative, and interactive teaching methods. Implementing approaches such as group discussions, practical exercises, case studies, and real-world projects can foster greater student engagement and interaction. Furthermore, instructors can connect course content to real-life examples and applications to help students recognize the practical value and relevance of the knowledge. This can enhance student interest and motivation in the learning process. I believe these methods are highly suitable for subjects pertaining to green finance.”

To enhance the quality of lectures, the choice of teaching method plays a significant role. Some educators endorse a blend of theoretical instruction and interactive engagement, such as discussions.

“ A flexible teaching method, particularly the Lecturer-Seminar model should be adopted to encourage students to engage in critical thinking and contribute actively.”

“I frequently pose numerous questions and genuinely listen to students’ opinions and responses. The entire class participates in deliberating on the issue.”

Another approach to improve lecture quality involves the integration of theoretical concepts with practical applications.

“Instructors deliver theoretical content alongside practical exercises and the resolution of case studies.”

“There should be assessments or dedicated panel discussions focused on resolving case studies.”

These pedagogical approaches underscore the significance of interactive and engaging teaching methods in effectively imparting the principles and concepts of green finance to students.

In conclusion, the analysis of pedagogical approaches employed by educators in teaching green finance reveals the importance of adopting innovative and interactive teaching methods. Incorporating real-world scenarios, hands-on exercises, and collaborative projects can significantly enhance student engagement and understanding of green finance concepts. The insights provided by educators who advocate for these approaches highlight the value of practical, application-oriented learning.

Furthermore, the balance between theoretical instruction and interactive engagement, as well as the integration of theoretical concepts with practical applications, plays a crucial role in delivering high-quality lectures on green finance. These strategies encourage critical thinking, active participation, and a deeper comprehension of the subject matter.

4.2.4. Exploration of Challenges Faced by Educators

The findings are likely to highlight the challenges that educators face in delivering green finance education. This could include constraints related to resource availability, curriculum design, or staying current with rapidly evolving industry practices. Recognizing these challenges is essential for institutions to provide adequate support to educators.

The findings illuminate the obstacles that educators encounter when imparting green finance education. These challenges span several domains, encompassing legal frameworks, financial limitations, the limited adoption of green finance practices in Vietnam, and the imperative for specialized knowledge.

Firstly, a substantial challenge pertains to the legal framework. Vietnam currently lacks comprehensive legal documents that delineate the specifics of green finance and green finance instruments. As articulated by one interviewee, “Concepts related to green finance and green financial instruments were legalized immediately after the Government issued Decision No. 403/QD-TTg on March 20, 2014, and individual pilot projects began shortly thereafter. This suggests that knowledge about green finance is still in its early stages, requiring a comparative analysis of international experiences in this regard.”

Secondly, financial constraints play a pivotal role in shaping these challenges. Two respondents underscored the issue of investment costs required for training educators in green finance. As one noted, “There needs to be a determined and adequate financial investment from universities. In my opinion, this is a matter of budget.”

Another substantial challenge is the limited adoption of green finance in Vietnam. “The level of green finance penetration in Vietnam is still low. Although businesses and financial institutions are aware of green finance, its application has not yet yielded significant economic benefits. Therefore, it seems they are neglecting green finance. Moreover, the lack of widespread general knowledge about green finance, despite faculty encouragement, means that only a few students are interested enough to explore this subject further.”

Lastly, there is a challenge in terms of expertise. Eight out of fifteen educators agreed that while the teaching faculty at universities in Hanoi possesses the necessary capacity and qualifications to teach green finance, they still lack practical knowledge. Therefore, providing training courses to enhance their practical knowledge in green finance is essential. As one respondent noted, “They have theoretical knowledge but mostly access it through horizontal information such as newspapers and media.”

Furthermore, direct involvement and consultation with businesses and government entities in operating the green finance market to establish a logical connection between theory and practice are crucial. “It would be beneficial if lecturers could participate in comprehensive training courses on green finance rather than relying solely on their individual research.”

To acquire the necessary knowledge for teaching green finance, most educators stressed the importance of participating in practical projects and familiarizing themselves with both successful and unsuccessful green finance models. Afterward, they can develop green finance case studies that link to fundamental theories. However, this endeavor requires significant financial support from educational institutions to be successful.

In conclusion, the exploration of challenges faced by educators in delivering green finance education in Vietnam has shed light on crucial issues that need attention. These challenges encompass legal constraints, financial limitations, the nascent adoption of green finance practices, and the necessity for specialized knowledge among educators.

The absence of comprehensive legal frameworks and regulations pertaining to green finance remains a fundamental challenge. Vietnam’s legal landscape in this domain is still evolving, necessitating a comparative analysis of international experiences to develop a robust foundation for green finance education.

Financial constraints emerge as another prominent challenge. Adequate financial investments from educational institutions are crucial to facilitate the training of educators in green finance. Without this financial commitment, progress in this field may be hindered.

The limited adoption of green finance practices in Vietnam poses a significant challenge. Despite growing awareness, the practical application of green finance has not yet yielded substantial economic benefits, resulting in a lack of widespread interest and knowledge among students.

Furthermore, the issue of expertise among educators is evident. While they possess theoretical knowledge, they often lack practical experience. To address this gap, comprehensive training courses, direct involvement in practical projects, and exposure to both successful and unsuccessful green finance models are necessary.

4.2.5. Assessment of Institutional Support

While none of the surveyed institutions have fully developed green finance education programs, educators remain optimistic about the potential to create suitable curricula. However, they emphasize the necessity of support from their respective institutions, both financially and in terms of prioritizing green finance within the educational framework.

“If the university commits to developing some courses on green finance, I believe the university, faculties, and lecturers can entirely make it happen.”

“To develop a green finance education program, we need to make green finance content one of the program’s objectives.”

“Green finance is one of many topics related to sustainable development. Incorporating green finance into education should align with the program’s goals.”

Although formal institutional support for establishing green finance education within the curriculum is currently lacking, educators have taken initiative to disseminate knowledge on green finance through scientific research, guiding student research projects, and organizing extracurricular activities. These efforts have included hosting seminars on sustainable development, with some lecturers presenting analyses on green finance.

“My university has various activities for students to encourage their responsibility towards sustainable development. For instance, my faculty has the Iimpact competition for students, encouraging them to propose projects with a social impact, including environmental issues.”

Among the interviewed institutions, one had previously undertaken a state-level project on green finance. Consequently, educators at this institution had more opportunities to research and learn about this topic.

“My university conducted a state-level project on Green Finance, organized national conferences on Green Finance, and engaged in major cooperative projects with international organizations.”

“Our university research groups have implemented many policy consultations on the circular economy model, climate change price fluctuations, eco-industry, energy security, and FDI capital promotion… collaborating in research and transferring products with Party and Government agencies, the National Assembly, as well as the business community.”

However, there is still a need for more formal and structured support from educational institutions to effectively incorporate green finance education into their teaching programs.

In conclusion, the exploration of green finance education in Vietnamese universities reveals both the potential and challenges in this field. While educators are eager to incorporate green finance into their teaching, various obstacles exist. The findings emphasize the importance of institutional support, both financially and strategically, in developing effective green finance education programs. This support should include the integration of green finance as a core objective within the curriculum, allowing educators to design relevant courses and materials.

Additionally, the research highlights the need for professional development opportunities for educators, as well as access to resources and knowledge-sharing platforms related to green finance. Such investments will empower educators to deliver high-quality green finance education and stay current with evolving industry practices.

Despite the absence of formalized green finance education programs, educators have demonstrated their commitment by engaging in research, guiding student projects, and organizing extracurricular activities related to green finance. This grassroots effort underscores the potential for growth in this field.

4.2.6. Identification of Gaps in Educator Training

Based on educators’ perspectives, the study may identify gaps in training or professional development opportunities related to green finance education. This information can guide institutions in designing targeted training programs to enhance educators’ capabilities and keep them abreast of industry advancements.

The prevailing scenario in the teaching of green finance at the surveyed universities indicates a shortfall in green finance education, with an evident lag behind real-world developments in the field. In relation to the gaps in green finance education, one educator observed:

“At present, we are embracing the ‘trend of the circular economy and sustainable development,’ yet we seem to overlook the fact that the circular economy stems from green finance, and green finance constitutes a vital component of sustainable development.”

The primary gap in green finance education is the absence of a comprehensive legal policy framework pertaining to green finance.

“The legal framework governing this field currently extends only to government decrees and ministry-level regulations. There is no specific law that provides detailed provisions on this matter.”

Another noteworthy gap in green finance education is the absence of formal training opportunities for educators in the domain of green finance. A comment from one educator elucidates this issue:

“ Both teachers and mentors may currently be grappling with the challenge of mastering new knowledge about green finance. Furnishing our teaching staff with comprehensive training is pivotal to ensuring the quality of instruction.”

It is unanimously agreed among all interviewees that the primary lacuna in university-level green finance education lies in the absence of a dedicated green finance curriculum. Furthermore, many educators contend that a significant gap exists in the form of the current dearth of educational materials and specialized textbooks related to Green Finance.

“At present, knowledge pertaining to green finance is only disseminated through individual lecturers’ teaching materials. The formal integration of green finance education into course outlines and the development of dedicated textbooks on the subject have yet to be realized.”

The lack of strong connections with businesses, the absence of real-world practical experience, and limited engagement with the community represent substantial gaps in green finance education. One educator articulated this viewpoint:

“The deficiency in establishing close ties with businesses and industries can hamper the practical application of green finance knowledge. Collaborating with businesses empowers students to apply their knowledge within real-life contexts.

Additionally, a comprehensive green finance education program necessitates investments in research resources and real-world projects. This fosters opportunities for students to gain hands-on experience and stay abreast of the latest developments in the field.

Finally, the scarcity of community engagement activities and interactions with social organizations may deprive students of valuable opportunities for learning and applying their knowledge in real-world settings.”

The study has delved into the multifaceted landscape of green finance education, shedding light on several critical aspects that warrant attention and improvement. Through the perspectives of educators, we have identified significant gaps and challenges within the current educational framework.

First and foremost, the study illuminated the pressing need for the development of a well-defined and comprehensive legal and policy framework governing green finance. While there have been governmental decrees and ministry-level regulations, the absence of a dedicated law with detailed provisions has left a void in this crucial area.

Another significant gap revealed by this research pertains to the training and professional development of educators in the field of green finance. The lack of formal training programs has posed challenges for instructors who are striving to stay up-to-date with rapidly evolving knowledge. Ensuring that educators have access to comprehensive training is paramount in maintaining the quality of instruction.

Furthermore, the absence of a dedicated green finance curriculum and specialized textbooks has hindered the effective dissemination of knowledge in this field. A structured curriculum and educational materials tailored to green finance are essential to provide students with a solid foundation in this vital area.

The study has also highlighted the need for stronger connections between educational institutions and the business world, along with more practical, hands-on experiences for students. Collaborations with businesses, real-world projects, and community engagement activities can significantly enhance the practical application of green finance knowledge.

4.2.7. Evaluation of Collaboration with Industry

Collaboration between universities and businesses is currently somewhat limited, although there have been some initiatives to bridge this gap. For instance, universities have started inviting guest speakers from the business sector to address students, organizing competitions that involve business participation, and seeking business sponsorships for various events. As explained:

“My university has started collaborating with GIZ through students’ academic competitions in the ESG field in 2023.”

“At present, the university collaborates by inviting businesses to participate in teaching some courses related to corporate finance. However, this collaboration remains in the form of guest speakers for a single lecture.”

However, over half of the respondents believe that the current green finance education at universities in Hanoi does not adequately align with the green job market.

“I believe there are no in-depth training programs in this field. Therefore, meeting the demand for green jobs in the job market still faces certain gaps.”

“Based on my current knowledge, green finance education at universities in Hanoi is not well-connected with the broader needs of the economy due to the limited number of courses in this field.”

One educator shared the perspective that green jobs are fundamentally not very different from traditional jobs. They emphasize that the integration of sustainability into business activities is key.

“Green jobs may sound grandiose. In essence, greening here will be integrated with the traditional business activities of companies, rather than being separate. Companies need employees who are knowledgeable in their field and understand the changing business environment, adapting for sustainable development.”

Furthermore, the interviewees offered specific recommendations for modifying education programs to better align with the economy’s needs and trends. They suggested adding new courses that equip students with the skills and knowledge required by the job market.

“In my opinion, the curriculum should incorporate new courses to better align with the needs of the economy, based on formal surveys and assessments.”

Additionally, they stressed the importance of incorporating real-world scenarios into courses, allowing students to analyze and assess practical situations.

“Training programs need to be more closely linked to reality. This means teaching and explaining through specific case studies.”

“Teaching should be closely tied to reality, using real-life scenarios to illustrate the lectures and serve practical needs.”

To enhance students’ practical knowledge, alongside case studies, educational institutions could invite business experts and guest speakers with hands-on experience.

“It’s essential to incorporate green finance topics into formal course outlines and invite experienced experts to teach directly.”

While there are some encouraging signs of collaboration between universities and businesses in the field of green finance education, there remains a considerable gap that needs to be bridged. The initiatives such as inviting guest speakers, organizing competitions, and seeking sponsorships are steps in the right direction but are still relatively limited in scope.

Furthermore, it is evident that the current green finance education at universities in Hanoi is not fully aligned with the green job market, and there is a need for more comprehensive training programs that cater to the evolving needs of the economy. Green jobs, as highlighted by one educator, are fundamentally intertwined with traditional business activities, emphasizing the importance of integrating sustainability into existing practices.

To address these gaps, the incorporation of new courses, based on formal surveys and assessments, could better equip students with the skills and knowledge demanded by the job market. Additionally, the inclusion of real-world scenarios in teaching, along with the involvement of business experts and guest speakers, can provide students with practical experiences and enhance their readiness for the green workforce.

4.2.8. Feedback on Student Engagement

Educators’ perspectives on student engagement and participation in green finance courses can provide valuable feedback on the effectiveness of teaching methods. Understanding how students respond to different approaches can inform adjustments to teaching strategies to enhance student learning outcomes.

More than half of those interviewed express confidence that students would actively engage in green finance courses due to the rising awareness among today’s youth regarding environmental protection and sustainable development.

“I’ve noticed in recent years that the awareness of green finance and environmental sustainability has increased among the student community. Students tend to care about the impact of financial behavior and investments on the environment and society. Therefore, the demand for learning and participating in green finance activities could be enhanced.”

However, some believe that only students interested in sustainable development would be inclined to pursue knowledge in green finance.

“A significant portion of students are passionate about entrepreneurship, investments, and sustainable development activities. This is demonstrated through the active participation of many students in Hanoi in academic competitions and career-related skills competitions. I believe that students passionate about sustainability, in general, will have positive interactions with green finance education activities if organized. However, there is still a small group of students who are not actively engaged in these movements, and they may face certain obstacles when accessing green finance education.”

Student interest in green finance hinges on various factors, with the first being the availability of a suitable educational program.

“If there is time and a training program that aligns with the number of class hours for the subject, students will be very interested and concerned about green finance. My students have always been enthusiastic and eager to learn new things.”

Furthermore, to sustain student enthusiasm, it is crucial to develop a captivating curriculum tightly integrated with practical applications.

“Finance and investment students will inherently possess a certain level of interest in green finance. To maintain their enthusiasm, the curriculum needs to be closely associated with practical activities, steering clear of purely theoretical teaching and ensuring that students can discern the benefits of participation.”

Another pivotal determinant of student interest in green finance is the post-graduation job prospects.

“Students will exhibit a keener interest in learning if job opportunities in this field surge.”

One teacher harbors reservations about student interest in the subject if it lacks a direct connection to employment prospects.

“The students’ learning needs are not clear if they do not perceive improved job opportunities as a result. Therefore, kindling learners’ interest in the short term should stem from genuine job prospects in the market. Subsequently, through innovative competitions, students will be motivated to delve deeper into the subject.”

While most are optimistic about students’ potential interest in green finance courses, one teacher remains skeptical about the ability to attract students to these courses.

“I’m not sure about student participation in green finance courses. The number of students who truly understand and care about this field seems to be limited. Most students entering university may not fully comprehend their own demand (related to their majors).”

Another teacher similarly believes that if green finance is offered as an elective course, it would only attract approximately one-third of the students.

“For mandatory courses, all students participate and grasp the subject matter through lectures, group assignments, and exercises in the course. However, for elective courses, only about one-third of students in that major participate.”

To motivate students to take an interest in green finance and actively acquire knowledge in this field, a multifaceted approach is imperative. At a macro level, there is a need for a communication strategy to raise community awareness of sustainable development.

“In my opinion, there needs to be a communication strategy and the provision of comprehensive knowledge and government guidance on sustainable economic development to students.”

Building upon the perspectives of educators, those interviewed provided diverse opinions aimed at attracting students to green finance courses. Foremost among these is the need to enhance the quality of teaching.

“Enhancing the quality of teaching, making students aware of the dangers of climate change, the importance of sustainable development, and green finance.”

In conclusion, while there is optimism that students would be interested in green finance courses, it is essential to develop a curriculum that aligns with their needs, offers practical applications, and creates tangible job prospects. Teachers play a pivotal role in fostering this interest, and a comprehensive strategy that includes communication, government guidance, and a focus on real-world applications is crucial in motivating students to engage in green finance education.

4.2.9. Assessment of Integration with Research

As previously mentioned, despite the absence of green finance education programs at universities, there has been research activity related to this subject conducted by both faculty members and students at select institutions. One university, with highly-ranked journals in both English and Vietnamese, has been particularly active in publishing scholarly articles on green finance, and professors and students alike have contributed well-received international papers indexed on Scopus.

“Research pertaining to green finance is widespread within the university where I am currently employed. There is a wealth of specialized literature on green finance and green banking.”

Two individuals expressed unfamiliarity with this field, while three respondents indicated that they had not delved deeply into green finance research. One person attributed their lack of in-depth exploration of green finance to the limited availability of data, scarcity of publications on green finance.

“I have yet to extensively explore this subject. Although I have participated in research projects in the past, clear data on green finance has been lacking. Apart from the Central Bank’s recent disclosure of green credit data in research reports, available data remains quite limited.”

“While it has gained traction in the past five years, specific topics related to green finance are still relatively scarce. Research themes tend to center more broadly on environmental concerns.”

However, most respondent agreed that undoubtedly, lecturers should engage in research.

“Teaching green finance effectively requires substantive research contributions. From my perspective, green finance research should concentrate on in-depth case studies applied to businesses in the form of investment projects.”

In conclusion, despite the absence of formal green finance education programs at universities, there has been a notable amount of research conducted on this subject by faculty members and students at certain institutions. However, it is worth noting that not everyone within the academic community has been equally engaged in green finance research. Some respondents expressed limited familiarity with the field, while others cited the scarcity of available data as a hindrance to their in-depth exploration. Nevertheless, the consensus remains that research in green finance is crucial for informing and enriching green finance education.

The integration of research into green finance education is a vital step toward providing both lecturers and students with a comprehensive and up-to-date understanding of this critical field. As the interest and awareness surrounding green finance continue to grow among students, it is imperative that universities, professors, and researchers collaborate to bridge the gap between theoretical knowledge and practical applications. This collaboration will not only stimulate interest and enthusiasm among students but also prepare them for future careers in the ever-evolving landscape of green finance.