Psychological Mechanisms Linking Project-Based Learning to Sustainable Development Goals Awareness: The Mediating Roles of Self-Efficacy, Learning Motivation,and Flow Experience Perception
Main Article Content
Abstract
The study investigates the psychological mechanisms linking Project-Based Learning (PjBL) to students' awareness of the United Nations Sustainable Development Goals (SDGs) at Hanoi University of Science and Technology (HUST). Based on 192 valid responses ,and the study employs employing PLS-SEM to examine the proposed relationships and ANOVA to test differences across academic disciplines analyses, the results reveal that self-efficacy has positive influence on student’s awareness and knowledge and engagement with the SDGs. In contrast, learning motivation is found to affect only the evaluation dimension. Significant differences across academic disciplines were also identified in the three dimensions of SDG awareness. The study recommends enhancing the integration of SDGs into PjBL, fostering students’ self-efficacy, aligning learning motivation with SDGs-related content, and providing faculty training. Furthermore, future research should explore external moderating factors - such as institutional policies, support from lecturers and enterprises, and the classroom environments - to strengthen the model’s explanatory power.
Keywords
project-based learning, psychological mechanisms, sustainable development goals, students’ awareness, higher education
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
[1] Sustainable Development Goals, UNDP. [Online]. Available: https://www.undp.org/sustainable-development-goals, Accessed: Apr. 08, 2025.
[2] Vietnam+, Vietnam promotes education for sustainable development’. [Online]. Available:
https://en.vietnamplus.vn/vietnam-promotes-education-for-sustainable-development-post271845.vnp
[3] S. Bell, Project-based learning for the 21st century: Skills for the future’, The Clearing House: A Journal of Educational Strategies, Issues and Ideas, vol. 83, iss. 2, pp. 39–43, Jan. 2010. https://doi.org/10.1080/00098650903505415
[4] M. K. Noordin, A. N. Nasir, D. F. Ali, and M. S. Nordin, Problem-based learning (PBL) and project-based learning (PjBL) in Proceedings of the IETEC11 Conference, Kuala Lumpur, Malaysia, 2011.
[5] [In Vietnamese]: Khai mạc chương trình Global Project Based Learning (gPBL) năm 2023. [Online]. Available: https://sme.hust.edu.vn/tin-tuc-thong-bao/tin-tuc/khai-mac-chuong-trinh-global-project-based-learning-gpbl-nam-2023.html
[6] Hanoi University of Science and Technology, Educational Technology students participated in the gPBL 2024 program in Japan.
[Online]. Available: https://fed.hust.edu. vn/vi/news/tin-tuc/sinh-vien-cong-nghe-giao-duc-tham-gia-chuong-trinh-gpbl2024-tai-nhat-ban-302781.html. [In Vietnamese]: Sinh viên công nghệ giáo dục tham gia chương trình gPBL2024 tại Nhật Bản.
[7] Hanoi University of Science and Technology, Summary of the international collaboration program: Global project-based learning. [Online]. Available: https://soict.hust.edu.vn/chuong-trinh-hop-tac-quoc-te-global-project-based-learning-2025.html. [In Vietnamese]: Tổng kết Chương trình hợp tác quốc tế Global Project-based learning.
[8] Hanoi University of Science and Technology, Hanoi University of Science and Technology promotes sustainable development through international cooperation activities. [Online]. Available: https://hust.edu.vn/vi/news/hoat-dong-chung/bach-khoa-ha-noi-thuc-day-phat-trien-ben-vung-qua-hoat-dong-hop-tac-doi-ngoai-654901.html. [In Vietnamese]: Bách khoa Hà Nội thúc đẩy phát triển bền vững qua hoạt động hợp tác đối ngoại.
[9] C.-C. Chang, C.-G. Kuo, and Y.-H. Chang, An assessment tool predicts learning effectiveness for project-based learning in enhancing education of sustainability, Sustainability, vol. 10, iss. 10, p. 3595, Oct. 2018. https://doi.org/10.3390/su10103595
[10] A. Bandura, W. H. Freeman, and R. Lightsey, Self-efficacy: The exercise of control, Journal of Cognitive Psychotherapy, vol. 13, iss. 2, pp. 158–166, Jan. 1999. https://doi.org/10.1891/0889-8391.13.2.158
[11] R. M. Ryan and E. L. Deci, Intrinsic and extrinsic motivations: Classic definitions and new directions, Contemporary Educational Psychology, vol. 25, iss. 1, pp. 54–67, Jan. 2000. https://doi.org/10.1006/ceps.1999.1020
[12] M. Cziksentmihalyi, Flow – The Psychology of optimal experience, 1990.
[13] J. W. Thomas, A review of research on project-based learning, 2000.
[14] X. Du and J. Han, A literature review on the definition and process of project-based learning and other relative studies, Creative Education, vol. 07, no. 07, pp. 1079–1083, 2016. https://doi.org/10.4236/ce.2016.77112.
[15] L. G. Katz and Chard S. C., Engaging children’s minds, 2014.
[16] M. Aksela and Haatainen, Project-based learning (PBL) in Practise : Active teachers’ views of its’ advantages and challenges, in Integrated Education for the Real World : 5th International STEM in Education Conference Post-Conference Proceedings, Brisbane, Australia, 2019, pp. 9–16. [Online]. Available: http://hdl.handle.net/10138/304045
[17] I. Burton, Report on Reports: Our common future: The world commission on environment and development, environment: Science and policy for sustainable development, vol. 29, no. 5, pp. 25–29, Jun. 1987. https://doi.org/10.1080/00139157.1987.9928891
[18] Hannam University and M.-H. Shin, Effects of Project-based Learning on Students’ Motivation and Self-efficacy, English Teaching, vol. 73, no. 1, pp. 95–114, Mar. 2018. https://doi.org/10.15858/engtea.73.1.201803.95
[19] K. Warburton, Deep learning and education for sustainability’, Int. J. Sustain. High. Educ, vol. 4, no. 1, pp. 44–56, Mar. 2003.
https://doi.org/10.1108/14676370310455332
[20] L. Espino-Díaz-, R. Luque-González, G. Fernández-Caminero, and J.-L. Álvarez-Castillo, Exploring the impact of project-based learning on sustainable development goals awareness and university students’ growth, European Journal of Educational Research, vol. 14, no. 1, pp. 283–296, Jan. 2025. https://doi.org/10.12973/eu-jer.14.1.283
[21] M. A. Maoela, L. Chapungu, and G. Nhamo, Students’ awareness, knowledge and attitudes towards the sustainable development goals at the university of South Africa, International Journal of Sustainability in Higher Education, vol. 25, no. 9, pp. 455–473, Dec. 2024. https://doi.org/10.1108/IJSHE-11-2023-0518
[22] R. J. Vallerand, L. G. Pelletier, M. R. Blais, N. M. Brière, C. B. Senécal, and É. F. Vallières, Academic motivation scale (ams-c 28) college (cegep) version, 1993.
[23] E. Ostertagová, O. Ostertag, and J. Kováč, Methodology and Application of the Kruskal-Wallis Test, Applied Mechanics and Materials, vol. 611, pp. 115–120, Aug. 2014. https://doi.org/10.4028/www.scientific.net/AMM.611.115
[24] A. G. Yong and S. Pearce, A beginner’s guide to factor analysis: Focusing on exploratory factor analysis, The Quantitative Methods for Psychology, vol. 9, no. 2, pp. 79–94, Oct. 2013. https://doi.org/10.20982/tqmp.09.2.p079
[25] C. Fornell and D. F. Larcker, Evaluating structural equation models with unobservable variables and measurement error, Journal of Marketing Research, vol. 18, no. 1, pp. 39–50, Feb. 1981. https://doi.org/10.2307/3151312
[26] J. Hair and A. Alamer, Partial least squares structural equation modeling (PLS-SEM) in second language and education research: Guidelines using an applied example, Research Methods in Applied Linguistics, vol. 1, no. 3, p. 100027, Dec. 2022.
https://doi.org/10.1016/j.rmal.2022.100027
[27] J. F. Hair, J. J. Risher, M. Sarstedt, and C. M. Ringle, When to use and how to report the results of PLS-SEM, European Business Review, vol. 31, no. 1, pp. 2–24, Jan. 2019. https://doi.org/10.1108/EBR-11-2018-0203
[28] M. Delacre, C. Leys, Y. L. Mora, and D. Lakens, Taking parametric assumptions seriously: Arguments for the use of Welch’s F-test instead of the classical F-test in one-way ANOVA’, International Review of Social Psychology, vol. 32, no. 1, Aug. 2019. https://doi.org/10.5334/irsp.198
[29] A. Bandura, Self-efficacy: Toward a unifying theory of behavioral change, Psychological Review, vol. 84, no. 2, pp. 191–215, 1977. https://doi.org/10.1037/0033-295X.84.2.191
[30] Hanoi University of Science and Technology, Hanoi University of Science and Technology integrates globally for sustainable development in mechanical engineering and energy. [Online]. Available: https://hust.edu.vn/vi/news/khoa-hoc-cong-nghe-dmst/bach-khoa-ha-noi-hoi-nhap-de-phat-trien-ben-vung-trong-co-khi-va-nang-luong-609396.html. [In Vietnamese]: Bách khoa Hà Nội hội nhập để phát triển bền vững trong cơ khí và năng lượng.
[31] Hanoi University of Science and Technology – School of Chemistry and Life Sciences, First prize at sv startup 2024 with the project “coffuel – biomass pellets from coffee grounds.
[Online]. Available: https://scls.hust.edu.vn/vi/news/diem-tin/giai-nhat-sv-startup-2024-voi-du-an-coffuel-vien-nen-sinh-khoi-tu-ba-ca-phe-188.html. [In Vietnamese]: Giải nhất sv Startup 2024 với dự án COFFUEL - viên nén sinh khối từ bã cà phê, Accessed on: May 13, 2024.
[2] Vietnam+, Vietnam promotes education for sustainable development’. [Online]. Available:
https://en.vietnamplus.vn/vietnam-promotes-education-for-sustainable-development-post271845.vnp
[3] S. Bell, Project-based learning for the 21st century: Skills for the future’, The Clearing House: A Journal of Educational Strategies, Issues and Ideas, vol. 83, iss. 2, pp. 39–43, Jan. 2010. https://doi.org/10.1080/00098650903505415
[4] M. K. Noordin, A. N. Nasir, D. F. Ali, and M. S. Nordin, Problem-based learning (PBL) and project-based learning (PjBL) in Proceedings of the IETEC11 Conference, Kuala Lumpur, Malaysia, 2011.
[5] [In Vietnamese]: Khai mạc chương trình Global Project Based Learning (gPBL) năm 2023. [Online]. Available: https://sme.hust.edu.vn/tin-tuc-thong-bao/tin-tuc/khai-mac-chuong-trinh-global-project-based-learning-gpbl-nam-2023.html
[6] Hanoi University of Science and Technology, Educational Technology students participated in the gPBL 2024 program in Japan.
[Online]. Available: https://fed.hust.edu. vn/vi/news/tin-tuc/sinh-vien-cong-nghe-giao-duc-tham-gia-chuong-trinh-gpbl2024-tai-nhat-ban-302781.html. [In Vietnamese]: Sinh viên công nghệ giáo dục tham gia chương trình gPBL2024 tại Nhật Bản.
[7] Hanoi University of Science and Technology, Summary of the international collaboration program: Global project-based learning. [Online]. Available: https://soict.hust.edu.vn/chuong-trinh-hop-tac-quoc-te-global-project-based-learning-2025.html. [In Vietnamese]: Tổng kết Chương trình hợp tác quốc tế Global Project-based learning.
[8] Hanoi University of Science and Technology, Hanoi University of Science and Technology promotes sustainable development through international cooperation activities. [Online]. Available: https://hust.edu.vn/vi/news/hoat-dong-chung/bach-khoa-ha-noi-thuc-day-phat-trien-ben-vung-qua-hoat-dong-hop-tac-doi-ngoai-654901.html. [In Vietnamese]: Bách khoa Hà Nội thúc đẩy phát triển bền vững qua hoạt động hợp tác đối ngoại.
[9] C.-C. Chang, C.-G. Kuo, and Y.-H. Chang, An assessment tool predicts learning effectiveness for project-based learning in enhancing education of sustainability, Sustainability, vol. 10, iss. 10, p. 3595, Oct. 2018. https://doi.org/10.3390/su10103595
[10] A. Bandura, W. H. Freeman, and R. Lightsey, Self-efficacy: The exercise of control, Journal of Cognitive Psychotherapy, vol. 13, iss. 2, pp. 158–166, Jan. 1999. https://doi.org/10.1891/0889-8391.13.2.158
[11] R. M. Ryan and E. L. Deci, Intrinsic and extrinsic motivations: Classic definitions and new directions, Contemporary Educational Psychology, vol. 25, iss. 1, pp. 54–67, Jan. 2000. https://doi.org/10.1006/ceps.1999.1020
[12] M. Cziksentmihalyi, Flow – The Psychology of optimal experience, 1990.
[13] J. W. Thomas, A review of research on project-based learning, 2000.
[14] X. Du and J. Han, A literature review on the definition and process of project-based learning and other relative studies, Creative Education, vol. 07, no. 07, pp. 1079–1083, 2016. https://doi.org/10.4236/ce.2016.77112.
[15] L. G. Katz and Chard S. C., Engaging children’s minds, 2014.
[16] M. Aksela and Haatainen, Project-based learning (PBL) in Practise : Active teachers’ views of its’ advantages and challenges, in Integrated Education for the Real World : 5th International STEM in Education Conference Post-Conference Proceedings, Brisbane, Australia, 2019, pp. 9–16. [Online]. Available: http://hdl.handle.net/10138/304045
[17] I. Burton, Report on Reports: Our common future: The world commission on environment and development, environment: Science and policy for sustainable development, vol. 29, no. 5, pp. 25–29, Jun. 1987. https://doi.org/10.1080/00139157.1987.9928891
[18] Hannam University and M.-H. Shin, Effects of Project-based Learning on Students’ Motivation and Self-efficacy, English Teaching, vol. 73, no. 1, pp. 95–114, Mar. 2018. https://doi.org/10.15858/engtea.73.1.201803.95
[19] K. Warburton, Deep learning and education for sustainability’, Int. J. Sustain. High. Educ, vol. 4, no. 1, pp. 44–56, Mar. 2003.
https://doi.org/10.1108/14676370310455332
[20] L. Espino-Díaz-, R. Luque-González, G. Fernández-Caminero, and J.-L. Álvarez-Castillo, Exploring the impact of project-based learning on sustainable development goals awareness and university students’ growth, European Journal of Educational Research, vol. 14, no. 1, pp. 283–296, Jan. 2025. https://doi.org/10.12973/eu-jer.14.1.283
[21] M. A. Maoela, L. Chapungu, and G. Nhamo, Students’ awareness, knowledge and attitudes towards the sustainable development goals at the university of South Africa, International Journal of Sustainability in Higher Education, vol. 25, no. 9, pp. 455–473, Dec. 2024. https://doi.org/10.1108/IJSHE-11-2023-0518
[22] R. J. Vallerand, L. G. Pelletier, M. R. Blais, N. M. Brière, C. B. Senécal, and É. F. Vallières, Academic motivation scale (ams-c 28) college (cegep) version, 1993.
[23] E. Ostertagová, O. Ostertag, and J. Kováč, Methodology and Application of the Kruskal-Wallis Test, Applied Mechanics and Materials, vol. 611, pp. 115–120, Aug. 2014. https://doi.org/10.4028/www.scientific.net/AMM.611.115
[24] A. G. Yong and S. Pearce, A beginner’s guide to factor analysis: Focusing on exploratory factor analysis, The Quantitative Methods for Psychology, vol. 9, no. 2, pp. 79–94, Oct. 2013. https://doi.org/10.20982/tqmp.09.2.p079
[25] C. Fornell and D. F. Larcker, Evaluating structural equation models with unobservable variables and measurement error, Journal of Marketing Research, vol. 18, no. 1, pp. 39–50, Feb. 1981. https://doi.org/10.2307/3151312
[26] J. Hair and A. Alamer, Partial least squares structural equation modeling (PLS-SEM) in second language and education research: Guidelines using an applied example, Research Methods in Applied Linguistics, vol. 1, no. 3, p. 100027, Dec. 2022.
https://doi.org/10.1016/j.rmal.2022.100027
[27] J. F. Hair, J. J. Risher, M. Sarstedt, and C. M. Ringle, When to use and how to report the results of PLS-SEM, European Business Review, vol. 31, no. 1, pp. 2–24, Jan. 2019. https://doi.org/10.1108/EBR-11-2018-0203
[28] M. Delacre, C. Leys, Y. L. Mora, and D. Lakens, Taking parametric assumptions seriously: Arguments for the use of Welch’s F-test instead of the classical F-test in one-way ANOVA’, International Review of Social Psychology, vol. 32, no. 1, Aug. 2019. https://doi.org/10.5334/irsp.198
[29] A. Bandura, Self-efficacy: Toward a unifying theory of behavioral change, Psychological Review, vol. 84, no. 2, pp. 191–215, 1977. https://doi.org/10.1037/0033-295X.84.2.191
[30] Hanoi University of Science and Technology, Hanoi University of Science and Technology integrates globally for sustainable development in mechanical engineering and energy. [Online]. Available: https://hust.edu.vn/vi/news/khoa-hoc-cong-nghe-dmst/bach-khoa-ha-noi-hoi-nhap-de-phat-trien-ben-vung-trong-co-khi-va-nang-luong-609396.html. [In Vietnamese]: Bách khoa Hà Nội hội nhập để phát triển bền vững trong cơ khí và năng lượng.
[31] Hanoi University of Science and Technology – School of Chemistry and Life Sciences, First prize at sv startup 2024 with the project “coffuel – biomass pellets from coffee grounds.
[Online]. Available: https://scls.hust.edu.vn/vi/news/diem-tin/giai-nhat-sv-startup-2024-voi-du-an-coffuel-vien-nen-sinh-khoi-tu-ba-ca-phe-188.html. [In Vietnamese]: Giải nhất sv Startup 2024 với dự án COFFUEL - viên nén sinh khối từ bã cà phê, Accessed on: May 13, 2024.