Exploring transformative learning for sustainability to climate change adaption in the mekong delta of vietnam: the case study in the vacb in can tho

 TẠP CHÍ KHOA HỌC 
TRƯỜNG ĐẠI HỌC SƯ PHẠM TP HỒ CHÍ MINH 
Tập 17, Số 5 (2020): 920-935 
HO CHI MINH CITY UNIVERSITY OF EDUCATION 
JOURNAL OF SCIENCE 
Vol. 17, No. 5 (2020): 920-935 
ISSN: 
1859-3100 Website:  
920 
Research Article* 
EXPLORING TRANSFORMATIVE LEARNING FOR SUSTAINABILITY 
TO CLIMATE CHANGE ADAPTION IN THE MEKONG DELTA 
OF VIETNAM: THE CASE STUDY IN THE VACB IN CAN THO 
Tran Duc Tuan
1*
, Nguyen Kim Hong
2
, Vu Thi Hong Ngoc
3 
1
Institute of Research & Education for Sustainable Development (IRESD), 
Vietnam Union of Science and Technology Association (VUSTA), Vietnam 
2
Van Hien University, Vietnam 
3
Department of Basic Education – Central College of Education, Vietnam 
*
Corresponding author: Tran Duc Tuan – Email: ductuan.tran57@gmail.com 
Received: May 14, 2019; Revised: June 02, 2019; Accepted: May 29, 2020 
ABSTRACT 
In the time of globalization and global climate change, transformative and transgressive 
learning (T-learning) has been considered as a strong dynamic and an effective tool to speed up 
the transformation to sustainability in places that are vulnerable to impacts of climate change. 
Therefore, under the support and finances of UNESCO Paris ISSC (International Social Science 
Committee), researchers from nine countries (South Africa, Netherlands, Sweden, Vietnam, India, 
Ethiopia, Zimbabwe and Malawi) have co-engaged to carry out a research project called 
“Transformative learning for the social-ecological sustainability in times of climate change” 
funded by the ISSC of UNESCO Paris. The aims of the project are to investigate the nature, 
qualities, contribution and effect of transformative learning for sustainability at niche levels where 
wicked problems arise at the nexus of climate-water-food-energy-social justice. Transformative 
learning in the Mekong Delta of Vietnam has been chosen as a case study of this project. This 
article describes investigations about transformative learning in the VACB model (V: Garden-A: 
Pond- C: Cage-B: Biogas) in My Khanh Commune, Can Tho outskirts and outlines some important 
findings about T-learnings and its contributions to the formation and development of sustainable 
livelihood models for climate change adaptation in Can Tho. 
Keywords: transformative learning; transformation to sustainability; sustainability Vietnam 
Mekong Delta; VACB model 
1. Introduction 
In the context of environmental change such as global warming, globalisation and 
population growth (Thomas Friedman, 2009), climate change, environmental pollution and 
Cite this article as: Tran Duc Tuan, Nguyen Kim Hong, & Vu Thi Hong Ngoc (2020). Exploring 
transformative learning for sustainability to climate change adaption in the Mekong Delta of Vietnam: The 
case study in the VACB in Can Tho. Ho Chi Minh City University of Education Journal of Science, 17(5), 
920-935. 
HCMUE Journal of Science Tran Duc Tuan et al. 
921 
population explosion have become serious problems of the modern world. Thus, the 
ssustainable development has become a prime target that human beings have to achieve 
and an essential way that a modern world has to follow. In addition to the demand for 
innovation in policies and technology, the transformation of knowledge, actions and 
lifestyles in a sustainable way, it needs to develop a new approach to ensure sustainable 
development. Thus, the social learning-centered transformation in the time of climate 
change is recognized in the social-ecological sciences (Future Earth, 2014; IPCC, 2014; 
Wals AE, 2007) and a fundamental transformation of lifestyles and economic pattern is 
needed to achieve sustainable development (Balsiger et al., 2017). 
Educational research has shown that learning can lead to the development of society 
and create social transformation (Engelström, & Sanniring, 2010). Social-ecological 
science research has witnessed the increasing need of transformation based on learning 
where transformative learning plays a crucial role in the transformation to sustainability 
(T2S). The intergovernmental committee of climate change has confirmed the importance 
of learning-centered approaches to adapt to climate change (Future Earth, & IPCC, 2014; 
Wals, 2007). Nonetheless, up until now, people have not fully understood the nature as 
well as the processes and types of transformative learning, especially in places where 
wicked problems exist in the climate-water-food security-energy-social justice nexus. 
Thus, scientists and activists are interested in finding answers to important questions such 
as: how can transformative learning be understood and carried out in climate change in 
many places and regions in the world? What are transformative learning’s roles and how 
can it contribute to the transformation to sustainability in places where wicked problems 
originate and are prominent in the climate-water-food security-energy-social justice nexus? 
How can transformative learning initiate, expand and develop to reinforce the 
sustainability stakeholders at different levels? (Heila et al., 2015). Thus, the aims of the 
project are to investigate the nature, qualities, contribution, and effect of transformative 
learning for sustainability at niche levels where wicked problems arise at the nexus of 
climate-water-food-energy-social justice. 
2. Reinforcement of research about transformative learning for sustainable 
development in times of the global climate change 
Efforts of individuals or research groups in a country are not able to address the 
above questions and issues about transformative learning in times of global climate 
change. Consequently, the international cooperation of countries where climate change’s 
impacts is severe is imperative. In that context, in accordance with the initiative of Rhodes 
University, South Africa, a network of academia, civil society and public researchers from 
nine countries: South Africa, Sweden, Netherlands, Vietnam, India, Zimbabwe, Malawi, 
and Columbia are found to carry out a project called ‘Transgressive Social Learning for 
HCMUE Journal of Science Vol. 17, No. 5 (2020): 920-935 
922 
Social-Ecological Sustainability in Times of Climate Change’1. With nine case studies in 
nine countries, including Vietnam, the project aims to clarify the emergence and qualities 
of transformative learning processes as well as their roles and their contributions to the 
sustainability transformations in times of global climate change. 
The first challenge researchers face is to clarify types and processes of 
transformative learning and transgressive learning for sustainability, especially at a niche 
level based on interdisciplinary perspective and approach. This is challenging, as the 
disciplinary research is still dominant in many places in the world. With the 
interdisciplinary approach, the project is supposed to answer questions as to how can 
transformative learning work in a standard frame, especially at niche levels? How to 
maintain and promote the innovative and potential reforms in different levels and scales to 
improve the transformative ability of local people for sustainable livelihood development 
and climate change adaptation in various scenarios around the world. 
IPCC (2014) has affirmed the role and importance of local participants’ involvement 
in transformative learning and reiterated that local organizations are vital in the changing 
of climate adaptation process and communication. Participation and democratic 
discussions are effective in connecting local people groups and organizations to put the 
sustainability transformation into practice. 
Although acknowledging the importance of the participatory approach and discussion 
to learning and social change. The IPPC (2014) believes that the results of such processes 
are often ‘mixed up’ and require continued research. Thus, clarifying and explaining fully 
the role and importance of the participatory approach and democratic discussion in 
transformative learning processes is one of the crucial missions of international research 
groups. This is the second challenge for the project research group of the project. 
Objectives of the project are to: 
1) investigate and research the emergence, expanding, qualities and contributions of 
transformative learning processes in food-water-energy-climate-social justice nexus in nine 
typical case studies across nine countries involved; 
2) investigate and identify germ cell activities on transformative learning for 
sustainability and participate in potential expansions within the multi-level perspective and 
find evidence as to how things are done; 
1 Project by TNK research group approved and sponsored by UNESCO Paris ISSC (International Social Science 
Committee) in three years called (2016-2018) “Transgressive Social Learning for Social-Ecological Sustainability in 
Times of Climate Change”(T-learning project of ISSC). 
HCMUE Journal of Science Tran Duc Tuan et al. 
923 
3) develop transformative learning methodologies and publish findings of 
transformative learning in the globalization era to extend the theoretical work on T-
learning within social-ecological sciences. 
Since 2016 transformative learning research teams from nine countries have 
effectively carried out various T-learning research activities In a T-learning case study in 
Vietnam, the Mekong Delta has been selected for the main location and T-learning 
investigation and field have been focused on the sustainable livelihood models for climate 
change adaptation in Can Tho city and the Kien Giang Biosphere Reservation. 
3. Research on transformative learning in sustainable livelihood models to adapt 
to climate change in the Mekong delta of Vietnam 
3.1. Identifying locations for transformative learning in Vietnam 
Transformative learning is a new concept and has not been fully studied in Vietnam. 
Nonetheless, transformative learning in the Mekong Delta has been chosen as a case study 
for the international research project about transformative learning because of the 
following reasons. 
Firstly, Vietnam is considered as one of the ten most vulnerable countries in climate 
change and the Mekong Delta is the most affected area in the country. It is one of the 
world’s three most vulnerable deltas (along with Nile Delta in Egypt and Ganges-
Brahmaputra Delta in Bangladesh) that will be most affected by sea-level rise (Le Dang et 
al, 2014a, Le Dang et al, 2014b). The Mekong Delta has been suffered from climate 
change, including flooding, the increase of rainfall, extreme weather conditions and 
salinity intrusion. As a consequence, 90% of agricultural land will be affected by flooding 
and 70% of the delta will be covered by salinity intrusion (ICEM, 2009). Climate change 
has become an actual threat to agricultural productivity and will affect the livelihood of 
local people, especially poor people (Västilä, 2010). 
Second, despite having been the biggest production and exportation place of rice and 
seafood in Vietnam, the Mekong Delta has been facing obstacles because of unsustainable 
agricultural development. Soil and water pollution are getting worse because of the 
overuse of pesticide and inorganic fertiliser. Exploiting sand is causing land subsiding and 
landslide. Aquaculture booming spread is causing salinity intrusion. In such a situation, 
sustainable development is considered as the priority target to adapt to climate change and 
bring over prosperities and social justice for Mekong Delta residents. 
Third, research about the connections between food production and food safety has 
pointed out that in the Mekong Delta, the climate-water-energy-social justice nexus has 
HCMUE Journal of Science Vol. 17, No. 5 (2020): 920-935 
924 
been affected more severely than ever (Le, & Trebuil, 2005). In such circumstances, 
residents have shown their concerns over nexus issues and want to have chances to 
approach social learning forms (Hirsch, & Lloyd, 2005), which include public media, civil 
society, community learning, NGOs or academic organisations or training organisations 
that would support residents to understand the climate-water-energy-social justice and 
develop their adaption ability (Le, & Tran, 2018). The need for learning and innovation in 
times of climate change has been acknowledged in places that adapted successfully with 
climate change (Adger, 2000; Folger at al., 2003). The learning process requires the 
cooperation and sharing of knowledge among agencies (Berkes, 2009). 
The target of transformative learning in the Mekong Delta is to investigate the role of 
transformative learning in the transformation to sustainable agriculture in the context of 
climate change. It identifies the quality and motivation of transformative learning in the 
Mekong Delta. The main question that needs to be addressed by the research is: Is 
transformative learning one of the motivations in maintaining and promoting the 
transformation of sustainable agriculture in Mekong Delta? 
3.2. The theoretical background of the study 
This study of transformative learning in times of climate change in Vietnam and in 
the Mekong Delta is one of the nine case studies of an international research project about 
transformative learning by ISSC. Similar to other case studies carried out in other 
countries, transformative learning research in Vietnam is operated based on the following 
theories (Heila, 2015a). 
The theory of the social-ecological system and social-technological transformation is 
the initial theoretical background for transformative learning in the Mekong Delta. Ritter 
& Webber (1973), Bazzilian (2011) and Bierbau and Matson (2013) are representatives of 
social-ecological theory and they have raised the necessity of considering ‘wicked 
problems’ and nexus. The multi-level transition theory represented by Geel (2002, 2010) 
and O’ Brien (2012), and the theory of political ecology as displayed in the work of Leff 
(1996) and Latour (2004, 2013) have raised important concepts, out of which the key 
concepts are about regards to technological and social transitions and transformations. 
The theory of reflective, communicative and expendable social learning is one of the 
most important theories in transformative learning research in Mekong Delta. Paolo Freie 
(1975, 1998), Bell Hook (1994, 2010) and Sheets-Johnston (2011) are representatives of 
critical education theory. They believe that transgressive learning exceeds the 
transformation in awareness to become a reflective and social learning form, Vugotxki and 
successors have extended the learning theory based on the activity theory and the 
HCMUE Journal of Science Tran Duc Tuan et al. 
925 
historical-cultural viewpoint. According to them, the crucial question is: how can learning 
lead to the development at micro/niche levels? They also provide tools ... t participating 
in traditional training courses had only a modest effect on their views of the changes in 
effective applying effective adaptation practices. Great changes were noted through self-
learning or sharing experiences and knowledge among learners (called scientist farmers) 
than among teachers or stakeholders and especially through their experiential learning in 
which “knowledge (technical, communicative and emancipatory) is created through the 
transformation of experience” (Kolb, 1984, p. 38). To accept, maintain and develop the 
VACB as a sustainable livelihood instrument, local farmers in My Khanh have to carry out 
an experiential learning cycle with the four-stages such as Experiencing-Critically 
Reflecting the VACB- Choosing to apply an appreciated the VACB model-Actively 
implement the VACB (Figure 2). 
 Main stages of Key activities of experiential 
 experiential learning learning in the VACB in Can Tho 
Figure 2. Experiential learning cycle to approach and apply the VACB in Can Tho 
4.3. Benefits from the VACB models considered as real dynamics of transformative 
learning in Can Thơ 
Most of the respondents (91.3%, n=42), who adopted the VACB model, considered 
the VACB as the best way to adapt to the context of climate change and indicated that 
various benefits coming from the VACB are real dynamics of transformative learning. By 
answering a question on benefits of the VACB model for transformative learning in Can 
Experiencing 
the VACB model 
Approaching and “learning by doing” at practical VACB models 
provided by the JICAS’s pilot VACB projects with instruction, 
trainings, advices and technical support of scientist and researchers 
from Can Tho University 
- 
Critically reflecting 
the VACB model 
Choosing to apply 
an appropriate 
VACB model 
Farmers carried out opinion exchanges, discussion, and debates in 
groups meetings and round-tables to find out strengths, weaknesses, 
perspectives/opportunities and challenges of applying the VACB in 
order to develop a sustainable livelihood adapting climate change 
After accepting and deciding to apply and develop the VACB 
model, farmer households in Can Tho continuously communicated 
with experts from Can Tho University and local authority to choose 
the best VACB concept appropriated to their family circumstances 
and conditions 
Each household created and implemented a plan to build a chosen 
VACB model with advices, assistances and technical support of the 
scientists and experts from Can Tho University and local authority 
Actively applying 
the VACB model 
HCMUE Journal of Science Vol. 17, No. 5 (2020): 920-935 
932 
Tho, farmers in My Khanh and experts from Can Tho University have expressed the 
following opinions: 
Diversifying income sources is a critical strategy to ensure sustainable livelihood for 
my family. That is why I have applied the VACB model. This model was encouraged from 
Can Tho University and local authority”. Another farmer, Mr. Binh answered that “in the 
past, only one kind of fruit was grown in my garden, orange for example. As market 
conditions are now fluctuating and climate has been very uncertain, more than five kinds of 
fruit are growing. The disease and insects have increased due to the changes in temperature 
and humidity, therefore I must have some adjustments in my garden. I have learnt these 
strategies from Mr. Hai Thanh. (a woman in Truong Thuan 2) 
Pork raising with hundreds of pigs like me without making biogas smells bad. From 
animal waste will affect the habitat of neighbors. Biogas help increase the efficiency of home 
economics, gas for cooking and lighting for pig farms... (a farmer in My Khanh Commune) 
The more this model is multiplied, the more benefits the farmers receive. Each month 
they do not have to spend money on gas, electricity in cooking, lighting because of the 
closed model garden, fish ponds, Biogas pigsty. Also, their income is increased by selling 
fish (one per year), selling pigs (2 times/year), selling fruit or vegetables. (A expert from Can 
Tho University analyzed) 
Farmers in Can Tho indicated that they learned the benefits of the VACB’s only after 
their adaptation practice have been adopted. Results from group workshop discussion 
showed that local farmers often concern the economic benefits of the practice leading to 
their adoption initially. They considered the economic benefits as the most important 
trigger and dynamic of transformative learning and understood that environmental benefits 
are critical for ensuring the economic benefits in the long term. Our survey indicates that 
currently, economic benefits (87.0%, n=40) and market price (82.6%, n=38) were 
considered the primary reasons for the change in practices, while the environmental 
benefits were secondary and not usually the only factor driving the change, even if most of 
the responses (78.3%, n=36) knew and understood that environmental benefits are critical 
for ensuring the economic benefits in a long term. 
By emphasizing the VACB’s benefits as real dynamics of transformative learning in 
Can Tho, local farmer expected that by reducing greenhouse gas emissions through the 
VACB model hundreds of farmer households in Can Tho can be able to sale carbon credit 
from biogas production Dr. Chiem from Can Tho University added: “For the sale of carbon 
credits, we will support households to build water purification systems, use solar energy 
equipment, support agricultural cultivation and regularly hosts workshops with farmers to 
listen to their reflections, as well as to provide useful suggestions. Because the project 
included economic and environmental benefits, farmers were very enthusiastic to learn 
together to apply and to develop the VACB as a sustainable livelihood solution adapting 
climate change challenges in Mekong Delta". 
HCMUE Journal of Science Tran Duc Tuan et al. 
933 
5. Conclusion 
The Mekong Delta is critically important to Vietnam’s national agricultural 
production and dominates the largest agriculture and aquaculture production in Vietnam 
and facing big challenges of climate change and sustainable development. With rising sea 
levels near low-lying land/area at the mouth of the delta and the (current) increase in 
rainfall, average temperatures, number of extreme weather events, and saltwater intrusion, 
the Mekong Delta is considered as one of the world’s three most vulnerable deltas 
(together with the Nile Delta in Egypt and the Ganges Delta in Bangladesh) affected by sea 
level. Moreover, excessive use of chemical pesticides and fertilizers, as well as the waste 
of too much water in production, has led an agriculture in the Mekong Delta to an 
unsustainable development. In this context, local people have great concerns on 
agricultural transformation to sustainability to climate adaptation and want to have 
opportunities to approach different forms and processes of social learning to understand the 
climate-water-food-energy and social justice nexus and to develop their competence in 
adapting and overcoming big challenges of climate change and sustainable development. 
The need for transformative learning and knowledge sharing for agricultural sustainability 
amongst various stakeholders is increasingly recognized in the Mekong Delta and 
transformative social learning for sustainability (T-learning) seems to become one of the 
most important dynamics of transformation for sustainable transformation in agriculture 
in the Mekong Delta. 
 Conflict of Interest: Authors have no conflict of interest to declare. 
 Acknowledgement: This work was implemented in the framework of a T-learning case 
study in Vietnam belonging to the research project on “Transformative and transgressive 
social learning for social-ecological sustainability in the time of climate change in the 
Vietnam’s Mekong Delta” funded by the UNESCO Paris ISSC and led by the Center for 
Research and Promotion of Education for Sustainable Development (CEPRPROD), Hanoi 
National University of Education in the period of 3/2016-3/2019. We would like to thank 
experts, friends and lecturers from CEREPROD, Institute for Research and Education for 
Sustainable Development (IRRESD), Can Tho University and Hue University for valuable 
supporting during the survey. We also thank to farmers in communes in Can Tho for all 
their value data and supporting to this paper. 
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ĐIỀU TRA-KHÁM PHÁ VỀ HỌC TẬP CHUYỂN ĐỔI VÌ SỰ PHÁT TRIỂN BỀN VỮNG 
NHẰM THÍCH ỨNG VỚI BIẾN ĐỔI KHÍ HẬU Ở ĐỒNG BẰNG SÔNG CỬU LONG 
 VIỆT NAM QUA NGHIÊN CỨU ĐIỂN HÌNH TẠI MÔ HÌNH VACB 
(VƯỜN- AO- CHUỒNG- BIOGAS) Ở CẦN THƠ 
Trần Đức Tuấn1*, Nguyễn Kim Hồng2, Vũ Thị Hồng Ngọc3 
1 i n ghi n c u v i o d c h t t i n n v ng RES , 
 i n hi p c c i hoa h c v thu t i t am STA , Vi t Nam 
2T ường Đại h c ăn iến, Vi t Nam 
3 hoa C b n – T ường Cao ng Sư phạm T ung ư ng, Vi t Nam 
*T c gi li n h : T n Đ c Tu n – Email: ductuan.tran57@gmail.com 
 g y nh n b i: 14-5-2019; ng y nh n b i sửa: 02-6-2019; ng y duy t ăng: 29-5-2020 
TÓM TẮT 
Trong thời ại toàn c u hóa và biến ổi khí h u toàn c u h c t p chuy n ổi T-learning) 
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tri n b n v ng ở nh ng n i ang v sẽ bị tổn thư ng bởi biến ổi khí h u. Vì v y, ược sự h t ợ 
v t i t ợ c a SSC nte ntional Social Science Committee c a ESC a is t p th c c nh 
nghi n c u t 9 nước am hi, an, Th y Đi n, i t am, n Đ , Ethiopia, imbab e v 
Mala e v ang hợp t c ch t chẽ với nhau thực hi n dự n nghi n c u “H c t p chuy n i 
v s b n v ng hệ sinh th i x hội trong th i i bi n i kh h u” M c ch c a dự n l t m hi u 
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b n v ng ồng bằng s ng C u Long m h nh VACB