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, the study employs Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine the proposed relationships and Analysis of Variance ( to test differences across academic disciplines , 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
Higher education, project-based learning, psychological mechanisms, sustainable development goals, students’ awareness.
Article Details
References
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[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, iss. 9, pp. 455–473, Nov. 2024. https://doi.org/10.1108/IJSHE-11-2023-0518
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[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, iss. 1, pp. 13, 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 integrates 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
[31] School of Chemistry and Life Sciences, Hanoi University of Science and Technology, 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
[2] VietnamPlus, Vietnam promotes education for sustainable development. [Online]. Available: https://en.vietnamplus.vn/vietnam-promotes-education-for-sustainable-development-post271845.vnp, Accessed on: Apr. 8, 2025.
[3] S. Bell, Project-based learning for the 21st century: skills for the future, The Clearing House: A Journal of Education Strategies, Issues and Ideas, vol. 83, no. 2, pp. 39–43, Jul. 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 engineering education: a comparison, in Proceeding International Education, Technology and Engineering Conference (IETEC ’11), Kuala Lumpur, Malaysia, Jan. 16–19, 2011.
[5] Hanoi University of Science and Technology, Opening ceremony of the global project-based learning (gPBL) program 2023, Global Project Based Learning (gPBL), [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] Faculty of Education, Hanoi University of Science and Technology, Educational Technology students participating 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
[7] School of Information and Communication Technology, Hanoi University of Science and Technology, Summary of the international cooperation program global project-based learning. [Online]. Available: https://soict.hust.edu.vn/chuong-trinh-hop-tac-quoc-te-global-project-based-learning-2025.html
[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
[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, Oct. 2018, Art. no. 3595. 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. Csikszentmihalyi, Flow: The Psychology of Optimal Experience, New York, NY, USA: Harper and Row, 1990.
[13] J. W. Thomas, A review of research on project-based learning, San Rafael, CA, USA: Autodesk Foundation, 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, May 2016. https://doi.org/10.4236/ce.2016.77112
[15] L. G. Katz and S. C. Chard, Engaging Children’s Minds: The Project Approach, 3rd ed., London, U.K.: Bloomsbury Academic, 2014. https://doi.org/10.5040/9798400646157
[16] M. Aksela and M. 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, 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, iss. 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, International Journal of Sustainability in Higher Education, vol. 4, iss. 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, iss. 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, iss. 9, pp. 455–473, Nov. 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, The Academic motivation scale (AMS, AMS-C 28, EME), America Psychological Association, 1992. https://doi.org/10.1037/t25718-000
[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, Tutorials in 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, iss. 3, Dec. 2022, Art. no. 100027. 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, iss. 1, pp. 13, 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 integrates 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
[31] School of Chemistry and Life Sciences, Hanoi University of Science and Technology, 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