Teachers' Motivation in Implementing Education for Sustainable Development in Vietnam

ABSTRACT This study investigates teachers' motivation to implement Education for Sustainable Development (ESD) in Vietnamese and international schools through the lens of Self‐Determination Theory (SDT), focusing on autonomy, competence and relatedness. In‐depth interviews with 31 teachers (22 from Vietnamese schools and 9 from international schools) reveal that teachers' motivation predominantly operates under integrated regulation, where external values are internalised but not fully intrinsic. While international school teachers perceive ESD as a means to promote societal well‐being, aligning with autonomy, Vietnamese teachers' motivations are often linked to personal environmental concerns. However, they face rigid curricula and exam pressures that constrain their autonomy, making ESD integration largely self‐initiated. Perceived competence and relatedness also strongly influence motivation, with international teachers benefiting from institutional support and collaborative platforms, unlike their Vietnamese counterparts. The findings underscore the need for curriculum flexibility, context‐responsive professional development and supportive institutional cultures to enhance teacher motivation, strengthen ESD implementation and promote teacher agency in Vietnam and beyond.