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collaborations, enhanced career services, digital learning expansion, interdisciplinary

approaches, and alignment with broader sustainability initiatives. Collectively, these

strengths and opportunities set the stage for Vietnamese universities to emerge as leaders
in green finance education, contributing to the global movement towards sustainable

economic development.

4.3.2. Weaknesses and Threats

The analysis of weaknesses and threats to green finance education among universities in

Hanoi will be approached from several perspectives. Firstly, the advancement of green

finance education is hindered by a widespread lack of awareness among both students

and faculty. This deficiency is influenced by several factors, including inadequate legal
frameworks, slow adoption of green finance practices by businesses, and the insufficient

integration of green finance into educational programs. The nascent legal regulations on

green finance in Vietnam and the hesitancy of businesses due to economic feasibility

concerns contribute to this awareness deficit. Moreover, the limited incorporation of

green finance principles into academic curricula impedes students and faculty from
developing a solid understanding necessary for active engagement in the field.

Secondly, the absence of specialized green finance courses within university curricula in

Hanoi leads to significant educational gaps. This deficiency limits students’ acquisition

of specialized knowledge and skills in green finance, potentially impacting their career
prospects and contributions to sustainable finance. Even when green finance topics are

included, they often lack depth and coherence, resulting in inconsistent educational

content across different programs and compromising the overall quality of green finance

education.

Thirdly, resistance to integrating green finance education is prevalent among faculty and

students in Hanoi universities. Some faculty members perceive green finance as

peripheral, leading to a lack of commitment to its inclusion in courses. Similarly,

students may view green finance as irrelevant, resulting in limited engagement with the

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