Assessing Student Readiness for EPR-Integrated Environmental Education: An Exploratory Study in some schools in Ha Long Bay, Vietnam

Extended Producer Responsibility (EPR) is a central pillar of Vietnam’s circular economy road map, yet EPR awareness and educational integration at the school level remain underdeveloped. This Cross-Sectional Study assessed student readiness for EPR-integrated environmental education in some schools in Ha Long Bay, Vietnam, examining awareness, attitudes, behavioral intentions, and policy-relevant contextual factors. Survey data from 329 students (Grades 4‐12) in 10 schools reveal a substantial knowledge deficit–only 18.2% fully understand EPR–contrasted with strong willingness to participate in green-credit recycling programs (69.6%). Infrastructure inequities present the most significant barrier: school resource level strongly predicts recycling-bin exposure (?? 2 = 109.03, p < .001). Eco-club participation enhances willingness (p = .036) and positive attitudes (p = .007), while home recycling practice (?? = .149, p = .009) and prior environmental education (p = .025) further support engagement. Findings highlight three policy priorities: (1) explicitly integrating EPR into national K‐12 curricula; (2) mandating and funding school recycling infrastructure as a prerequisite for behavioral programs; and (3) designing hybrid incentive systems that ensure equitable participation across technological divides. This study provides baseline evidence to inform Vietnam’s national EPR education strategy and supports policy efforts to cultivate circular economy citizenship from an early age.