Page 61 - Green Finance 2024

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

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