Sustainable Development Policies, Student Engagement, and Training Quality in Vietnamese Universities
Ngày xuất bản: 2815-6234
Trang: This study examines how sustainable development policies in Vietnamese universities influence
Student Engagement and perceived training quality. Using survey data from 275 undergraduates
and Partial Least Squares Structural Equation Modeling (PLS-SEM), the research develops a
structural model linking five policy dimensions—academic support, faculty development,
infrastructure development, student activities, and sustainability integration—to Student
Engagement and training quality. The empirical results indicate that sustainability-oriented policies
significantly enhance Student Engagement, which, in turn, is positively associated with higher
perceived training quality; among the policy dimensions, sustainability integration exhibits the
strongest effect. The model explains 63.1% of the variance in Student Engagement and 52.7% of
the variance in training quality, suggesting substantial explanatory power. The study recommends
that universities treat sustainable development as a core operational principle embedded in
governance, curriculum, and student affairs, rather than as a symbolic commitment, in order to
improve students’ learning experiences and training outcomes. Despite growing policy interest in
sustainability education, the mechanisms through which institutional policies translate into Student
Engagement and measurable training quality outcomes remain underexplored in the Vietnamese
higher education context—a gap this study addresses.
| Issue: Journal of Development and Integration
Thời gian trích dẫn: This study examines how sustainable development policies in Vietnamese universities influence
Student Engagement and perceived training quality. Using survey data from 275 undergraduates
and Partial Least Squares Structural Equation Modeling (PLS-SEM), the research develops a
structural model linking five policy dimensions—academic support, faculty development,
infrastructure development, student activities, and sustainability integration—to Student
Engagement and training quality. The empirical results indicate that sustainability-oriented policies
significantly enhance Student Engagement, which, in turn, is positively associated with higher
perceived training quality; among the policy dimensions, sustainability integration exhibits the
strongest effect. The model explains 63.1% of the variance in Student Engagement and 52.7% of
the variance in training quality, suggesting substantial explanatory power. The study recommends
that universities treat sustainable development as a core operational principle embedded in
governance, curriculum, and student affairs, rather than as a symbolic commitment, in order to
improve students’ learning experiences and training outcomes. Despite growing policy interest in
sustainability education, the mechanisms through which institutional policies translate into Student
Engagement and measurable training quality outcomes remain underexplored in the Vietnamese
higher education context—a gap this study addresses.
Tóm tắt:
Sustainable Development Policies, Student Engagement, and Training Quality in Vietnamese Universities
