Page 78 - Green Finance 2024

companies, despite recognizing its importance, are slow to adopt green finance practices

due to concerns over economic feasibility. This reluctance results in lower demand for

green finance professionals, further reducing the appeal of green finance education to
students and faculty.

The situation is worsened by the lack of specialized green finance courses and broader

integration of these topics into university curricula in Hanoi. The limited exposure to
green finance concepts at universities means students and faculty often lack the

foundational understanding necessary to engage meaningfully with green finance issues.

This deficit impedes their ability to contribute to and benefit from developments in the

field.

Curriculum gaps

The lack of dedicated coursework and formal integration of green finance topics into

university curricula represents a significant weakness in green finance education among

universities in Hanoi. This weakness manifests in several curriculum gaps that hinder
the effectiveness and relevance of green finance education, posing threats to both

students’ learning outcomes and the overall development of the field.

One glaring weakness is the absence of specific courses on green finance within

university curricula. Despite the growing importance of green finance globally, many
universities in Hanoi have yet to incorporate dedicated coursework focusing on this

topic. The lack of structured learning opportunities in green finance deprives students of

the chance to develop in-depth knowledge and skills in this critical area, potentially

limiting their career prospects and contributions to sustainable finance initiatives.

Additionally, even in cases where green finance topics are included in existing courses,

the integration tends to be superficial and fragmented. While some universities may have

attempted to incorporate elements of green finance into certain subjects, such efforts

often fall short of providing comprehensive coverage or meaningful engagement with

the subject matter. As a result, students may receive incomplete or superficial exposure

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