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market needs. Courses should not only impart technical knowledge in green finance but

                     also emphasize the development of soft skills such as critical thinking, ethical decision-

                     making, and adaptability – all crucial for success in this dynamic field.

                     In conclusion, enhancing green finance education and career readiness among university

                     students in Vietnam requires a comprehensive and multifaceted approach. This approach

                     should encompass expanding the curriculum to cover a wider range of green finance
                     topics, integrating practical learning opportunities, providing targeted career guidance,

                     and fostering collaboration between academia and industry. By addressing these areas,

                     universities can effectively prepare students for successful careers in the green finance

                     sector,  contributing  to  the  broader  goals  of  sustainable  economic  development  and

                     environmental  stewardship.  This  preparation  is  essential  for  both  individual  career
                     growth and the advancement of sustainable finance practices.


                     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



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