Page 67 - Green Finance 2024

To address these gaps, the incorporation of new courses, based on formal surveys and

assessments, could better equip students with the skills and knowledge demanded by the

job market. Additionally, the inclusion of real-world scenarios in teaching, along with
the involvement of business experts and guest speakers, can provide students with

practical experiences and enhance their readiness for the green workforce.

4.2.8. Feedback on Student Engagement

Educators’ perspectives on student engagement and participation in green finance

courses can provide valuable feedback on the effectiveness of teaching methods.

Understanding how students respond to different approaches can inform adjustments to

teaching strategies to enhance student learning outcomes.

More than half of those interviewed express confidence that students would actively

engage in green finance courses due to the rising awareness among today’s youth

regarding environmental protection and sustainable development.

“I’ve noticed in recent years that the awareness of green finance and environmental

sustainability has increased among the student community. Students tend to care about

the impact of financial behavior and investments on the environment and society.

Therefore, the demand for learning and participating in green finance activities could

be enhanced.”

However, some believe that only students interested in sustainable development would

be inclined to pursue knowledge in green finance.

“A significant portion of students are passionate about entrepreneurship, investments,
and sustainable development activities. This is demonstrated through the active

participation of many students in Hanoi in academic competitions and career-related

skills competitions. I believe that students passionate about sustainability, in general,

will have positive interactions with green finance education activities if organized.

However, there is still a small group of students who are not actively engaged in these

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