GENDER EQUALITY AND SUSTAINABLE DEVELOPMENT IN THE EDUCATION OF PRIMARY EDUCATION STUDENTS: A CASE OF HANOI METROPOLITAN UNIVERSITY

Abstract

This study examines perceptions of gender equality and sustainable development among Primary Education students at Hanoi Metropolitan University, and investigates whether perceptions of gender equality influence perceptions of sustainable development perception. Using a quantitative approach combining descriptive statistics and partial least squares structural equation modeling (PLS-SEM), the findings show that students hold generally positive perceptions of both concepts, and that gender equality perception has a positive, statistically significant effect on sustainable development perception. The study proposes several implications for primary teacher education, including integrating gender equality into the curriculum, promoting action-oriented education for sustainable development, narrowing disparities in students’ awareness, and strengthening links between training and professional practice. These findings contribute a scientific basis for improving teacher education programs toward equity and sustainability.