2025 PRME Education Award

My work as a researcher and educator focused on the United Nations Sustainable Development Goals (SDGs) and the principles of responsible management education. I integrated sustainability into both research and teaching and facilitated impact beyond academia.

In research, I have addressed pressing global challenges such as sustainable economic growth, energy resilience, and climate vulnerability. For instance, in 2024, I published an article in Energy Economics (ABDC A*, Scopus Q1) titled “Investment Decision and Efficiency: Global Insights on Manufacturing Firms Amidst Energy Uncertainties.” This study bridges firm-level financial data with macroeconomic energy indicators to uncover how companies navigate investments during energy volatility. This work directly supports SDG 7 (Affordable and Clean Energy) by promoting efficient energy use and SDG 9 (Industry, Innovation, and Infrastructure) through its insights into sustainable industrial practices. To increase societal impact, I translated this research into a widely shared media article, “Turning Energy Instability Challenges into Opportunities,” which was published in 11 Vietnamese outlets and circulated on social media, reaching approximately 1.15 million estimated views. This demonstrates a commitment to SDG 17 (Partnerships for the Goals) by communicating research to broader stakeholders.

My research into climate impacts on Vietnam’s agriculture demonstrates my commitment to sustainability and resilience. As Chief Investigator of an RMIT Tier 1-funded project on Climate Change and Agricultural Profitability in Vietnam, I explore strategies to safeguard livelihoods under rising climate risks. This research informs policy and practice, aligning with SDG 13 (Climate Action) and supporting smallholder farmers and national resilience. I am also Co-Principal Investigator on the Urban Heat Resilience project, funded by the Department of Foreign Affairs and Trade (DFAT), Australia, I am working to address urban heat impacts in Mekong cities like My Tho, Vietnam. This project explores solutions for heat resilience to support vulnerable urban communities facing climate stress. In October 2024, I attended the Mekong Environmental Resilience Week 2024 forum in Bangkok, Thailand, where I shared the Urban Heat Resilience project’s research ideas with other researchers and policymakers in Southeast Asia.

In teaching, I advanced SDG 4 (Quality Education) by embedding SDG principles into the Finance curriculum. As Project Lead for this initiative in Finance program at RMIT Vietnam, I redesigned seven Finance courses to include sustainability-focused case studies, group projects, and data-driven assignments, reaching approximately 1,600 students. Topics included green finance, climate-related financial disclosures, and ESG investment strategies. This approach equips students with the knowledge and critical thinking required to make responsible business decisions. I also facilitated and presented in a workshop for nearly 300 students, educators, and industry professionals, showcasing our curriculum design and encouraging best-practice exchange. These initiatives demonstrate how finance education can support responsible management and long-term societal development.

By aligning research, teaching, and community engagement with the SDGs and PRME principles, my work contributes to the development of ethical, sustainability-minded professionals capable of tackling complex global challenges. This award represents not only recognition of this commitment but also an opportunity to scale and inspire similar efforts globally.

My commitment to student skill development is deeply embedded in my broader efforts to align education with the Sustainable Development Goals (SDGs) and responsible management principles. Through research-led teaching, curriculum innovation, and real-world engagement, I focus on equipping students with the capabilities needed to respond effectively to sustainability challenges and opportunities.

At the heart of this work is my leadership in embedding the SDGs into the Finance curriculum at RMIT Vietnam. As project lead, I spearheaded a curriculum enhancement across six undergraduate Finance courses and one MBA course. This project supported SDG 4 (Quality Education) by fostering student development in critical thinking, ethical reasoning, collaboration, and sustainability literacy. Assessments and class activities were redesigned to link financial knowledge with real-world sustainability contexts, such as climate finance, ESG investing, and financial inclusion, encouraging students to explore how finance can be a force for positive change. In the Money and Debt Markets course, for example, students worked in groups to evaluate the social impact of sovereign bonds and explore the growth of green and sustainable debt instruments. In doing so, they developed analytical, teamwork, and communication skills, while understanding the role of financial markets in achieving SDG 13 (Climate Action). Similarly, case-based discussions in Financial Analytics for Managerial Decisions encouraged students to assess financial strategies through both a business and sustainability lens, promoting systems thinking and ethical awareness. I also integrate research articles, which link sustainable development to finance, into my teaching. The research provides students with current, evidence-based insights into how finance can contribute to achieving the SDGs. Technology and data analysis also play a key role in building student capabilities. By integrating platforms like Refinitiv Eikon into teaching, I enable students to engage directly with live financial and sustainability data. The experiential learning approach fosters adaptability and accountability, thus promoting core management values.

Beyond the classroom, I have involved students in extra-curricular events and community engagement activities that further their skills in stakeholder collaboration and problem-solving. At a 2024 workshop attended by nearly 300 participants, including students, academics, and industry representatives, I showcased how Finance education can integrate SDG-aligned thinking. The event not only deepened student understanding but also provided a platform for them to connect with real-world practitioners and reflect on their own roles in driving sustainability.

Overall, through the integration of SDGs, research, and practical experiences, I aim to equip students with the skills to become responsible leaders who can navigate and address sustainability challenges in their careers.

My integrated approach to research, teaching, and engagement may offer a useful model for other educators and researchers, particularly in terms of creating meaningful impacts on students and the wider community.

One key takeaway is the value of linking academic content to real-world sustainability issues. I have found that incorporating topics like green finance, ESG investing, and climate finance into my courses helps students see the broader implications of their work. Sharing academic research with students, which links finance to sustainable development, gives them evidence-based insights and connects theory with practice.

Beyond classroom learning, I have also found that involving students in extracurricular activities and community engagement is key to developing their skills in public communication and problem-solving. By participating in workshops and industry collaborations, students deepen their understanding of sustainability and prepare for real-world challenges.

Lastly, in research, I focus on issues such as climate-related financial risks and sustainable development. To ensure my research has an impact beyond academic circles, I actively work to translate findings into actionable insights for both students and the community. For example, I integrate case studies from my research into class activities, allowing students to engage directly with real-world data and policy debates. I also share findings through public seminars, collaborations with industry, and media communications, helping decision-makers and practitioners apply evidence-based solutions to sustainability challenges. By connecting research and application, I aim to make sure that my academic work not only builds knowledge but also leads to meaningful and visible benefits for society.