Danish and Vietnamese young people are leading the way towards a greener future – and educational institutions need to keep up

By Simon Jebsen, Associate Professor, Department of Business and Sustainability, SDU, and Martin Senderovitz, Senior Associate Professor, Zealand Academy of Technologies and Business

Young people are taking responsibility for the future of the planet and want educational institutions to be more action- and solution-oriented. And whether we look at Denmark or the wider world, the pattern remains the same.

This is one of the findings from a study we conducted among Danish and Vietnamese students at the University of Southern Denmark and Vietnam National University, Hanoi. Vietnam is an interesting example of a rapidly developing low-income country and a strategic partner for Denmark in the green transition. Together we must ensure that carbon reductions and social sustainability are integrated into future development and education.

Based on a series of interviews, out study shows that Danish and Vietnamese students are not just passive recipients of information about climate challenges: they want to be active co-creators of solutions and demand action from businesses, politicians and educational institutions.

This is perhaps not surprising – and is good news – because it is young people who will bring these visions to life. But it also places demands on educational institutions, particularly in their teaching on sustainability and the green transition.

Denmark and Vietnam have entered into a green strategic partnership to boost the green transition. The goal is ambitious: Denmark aims to cut carbon emissions by 70% by 2030 and reach climate neutrality by 2045, and Vietnam has set a target of net-zero greenhouse gas emissions by 2050. This partnership is more than just a political handshake: it symbolises a growing global movement in which countries work together to combat climate change.

At the heart of the green transition is young people’s understanding and commitment. After all, they are the generation that will help shape a sustainable future. Their views on sustainability, environmental responsibility, business and profit – and how they are connected – influence their career choices and their potential roles as agents of change. Their knowledge and attitudes are important factors in shaping a greener future and a more socially just society.

The study suggests that Vietnamese students see sustainability as more than just an environmental issue – it is also about social responsibility, fair working conditions and supporting local communities. The students feel that sustainability needs to be built into all aspects of society, from production and consumption to social justice and economic development.

They also believe that going green can be good for business and point to successful companies like Vinamilk, one of Vietnam’s largest dairy producers. Vinamilk has adopted sustainable practices throughout its supply chain, from sourcing milk from local farmers to minimising plastic in its packaging. At the same time, the students acknowledge that sustainable solutions often need large investments and long-term planning. Producing organic goods or investing in recycling technology can be costly, but in their view, the long-term benefits for both the environment and a company’s reputation outweigh the financial challenges. Young people understand that sustainability is not a luxury but a necessity for ensuring long-term economic growth and social stability.

Danish students are also engaged in sustainability, but the study shows that they are more doubtful and sceptical. Broadly speaking, they fluctuate between idealism and scepticism. Some focus on minimising environmental impact, for example by reducing energy consumption and waste, whereas others see sustainability as a broader agenda that includes social justice and ethical consumption. They are aware of the challenges of global production, such as the exploitation of labour in developing countries and the ethical dilemmas of sourcing raw materials from conflict zones.

Danish students’ awareness of these issues reflects a deep understanding of the complexities of sustainability. But the students are divided on the relationship between profit and sustainability. Some believe the two can go hand in hand and that sustainability can be the path to greater competitive advantages in a market with rising demand for green products. Others worry that sustainability comes at the expense of profitability and that consumers may not be willing to pay extra for eco-friendly alternatives. There is also a genuine concern about greenwashing, where companies use sustainability as a marketing ploy without making real changes to their practices.

It is the young people who must bring these visions to life. And education and action are key. Educational institutions have a responsibility to prepare the workforce of the future and equip them to drive change – and they are making progress. Many institutions are not only teaching sustainability but are also setting ambitious goals to reduce their own environmental impact by implementing green solutions in their own educational environments. However, both Danish and Vietnamese students want more hands-on experience and a stronger focus on solutions and practical skills in their education. They do not just want to learn about sustainability in theory – they want to roll up their sleeves and put it into practice.

They want the chance to work on real-world challenges, develop sustainable business models and test their ideas in action. They are calling for educational programmes that prepare them to change a world facing major sustainability challenges.

We recommend that universities and higher education institutions take the next step and integrate sustainability across all subjects, so that students are prepared for a future in which sustainability is a core skill. Educational institutions should also use green strategic partnerships to promote international collaborations to give students a global perspective on sustainability – and opportunities to learn from each other.

This requires a clear strategy that puts sustainability, in all its facets, at the top of the agenda and builds it into educational planning.

Ultimately, sustainability needs to be lived and become a natural part of daily life in educational institutions.

Published in Jysk Fynske Mediers Erhverv+ on Thursday, 23 January 2025