DESIGNING ENVIRONMENTAL PROTECTION TEACHING TOOLS THROUGH PROJECT-BASED LEARNING FOR PRE-SERVICE TEACHERS

This study examines the application of Project Based Learning in designing environmental protection teaching tools for pre service teachers in teacher education institutions in Hanoi, Viet Nam.The research was conducted at Hanoi Metropolitan University, the National Academy of Education Management, and Hanoi University of Education during the academic year 2024 to 2025.A mixed method research design was employed, combining quantitative survey data from 186 pre service teachers with qualitative analysis of 42 teaching tools, reflection reports, and feedback from 12 lecturers.Quantitative results indicate high levels of pedagogical competence in teaching tool design, strong environmental awareness, and positive perceptions of Project Based Learning effectiveness.Qualitative findings reveal that most teaching tools demonstrated clear pedagogical coherence, environmental relevance, learner centered design, and feasibility for classroom implementation.Reflection reports and lecturer feedback showed strong convergence in emphasizing professional confidence, instructional creativity, and responsibility toward environmental protection.The findings suggest that Project Based Learning provides an effective framework for integrating environmental education into teacher preparation programs by supporting the development of practical teaching skills and environmental responsibility.The study contributes empirical evidence to the field of teacher education and offers implications for enhancing environmental protection education through project oriented pedagogical approaches.