隨著環境問題已成為當前世界上最緊迫的議題，例如全球變暖與能源運用等環境挑戰，可持續性逐漸成為企業在設計與開發新產品時至關重要的考慮因子。此外，由於資源與原材料的日漸稀缺減少，也造成許多對產品生產與物流可能產生重大影響的環境限制議題。
儘管商業從業者與學術研究者都指出也同意在產品生命週期的初期即應考量並介入可持續性的影響，但從製造商的視角來看，成本仍然是產品開發上的根本動力，因此，環境標準與可持續性的遵守往往依然是次要考量的選項，始終仍是產品開發設計上的嚴重問題。
根據世界環境與發展委員會的定義，｢可持續性發展｣被定義為｢滿足當代人的需求且同時又不損及後代人滿足其自身需求之能力的發展｣ ，因此，建立可持續性發展之相關教育能力亦成為聯合國可持續性教育建構十年全球實施計劃的主要目標。而此建置過程的重點即包含如何培養組織或個人可持續性能力的發展流程，內容則包括發展框架的建構、工作文化、政策、流程與可提高組織及個人可持續性績效與成就的系統發展。
如上所述的產業與社會演變，正於今日對設計教育的應用與變革產生了重大影響，包括教育系統在內的社會技術系統必須經歷重大轉變，才可能擺脫氣候變化、社會不平等與資源枯竭等環境挑戰所帶來的嚴重影響；因此，就設計教育而言，對專業設計師的跨學科與複雜技能的要求正在擴展，這些跨域新能力必須開始被考慮且納入既有的設計教育、終身學習與創業訓練體制中。
鑑於前述情況與發展趨勢，本研究旨在由可持續性之視角出發，重新檢視產品設計教育發展中關於可持續性能力的能力建置脈絡，同時並檢視於教育系統中，如何針對設計師賦能以解決重大環境與社會問題，進而開發可符合 ｢可持續發展設計｣ 之目標的設計產品。
因此，具體而言，本研究旨在解決以下兩個研究問題：
1. 越南本科平面设计教育现状
2. 目前研究中提到能力对于本科平面设计教育至关重要？
3. 为了满足可持续发展目标（SDGs）的要求，学习平面设计的本科生必须具备哪些最关键的设计能力？
高為畢業生提供符合永續發展目標（SDG）的能力對於當代高等教育至關重要，可以提高他們的就業能力。這種必要性也延伸到了平面設計本科課程，它在幫助設計師應對全球永續發展挑戰方面發揮關鍵作用。本研究採用混合方法來確定平面設計本科生與永續發展目標相關的基本能力。對 14 篇開創性文章的系統性回顧初步確定了 58 項關鍵能力。然後，這些能力通過德爾福研究得到驗證，該研究涉及44 名講師/教育專家和 77 名平面設計專家。這個迭代過程產生了 31 項關鍵能力的細化列表，分為四組：系統挑戰、績效挑戰、背景挑戰和全球挑戰。
近年來，全球加強大學自主權的趨勢為機構提供了更大的內部運作自由。此趨勢在越南尤為顯著，2013 年《高等教育法》正式承認院校自主權（越南國民議會，2012 年）。因此，越南大學現在在塑造其學術產品和課程方面擁有更大的權威，從而影響國家的高等教育格局。該法律明確賦予越南高等教育機構在五個關鍵領域的自主權：計畫和課程發展、教學策略、招生流程、培訓舉措和畢業認可、組織結構管理、資源動員和利用以及國內和國際合作（越南國民議會、 2012）。儘管研究探討了越南的大學自主權（Le，2019），但其對課程設計的具體影響仍存在差距。本研究採用了混合方法。二次資料分析檢視了 21 個越南大學平面設計課程（已確定的 28 個），可在線上存取。主要資料包括對 12 位平面設計講師/專家的深入訪談，提供了寶貴的內部觀點。這種資料來源的三角測量增強了研究的可靠性和有效性（Harrison & Reilly，2011；Schram，2014）。
研究的結果為平面設計教育工作者和產業雇主提供了寶貴的見解，強調了應對永續發展挑戰所需的能力。此外，這項研究提出了一個將永續發展目標相關能力整合到平面設計教育中的結構化框架，從而豐富了學術討論，從而使設計師能夠精通其工藝和永續發展的關鍵領域。

As the world's most urgent problems are environmental ones, such as global warming and energy use, it is critical for businesses to consider sustainability while creating new products. Due to the increasing scarcity of raw materials and resources, environmental constraints have emerged. These restrictions may have a substantial impact on production and logistics.
Although both business practitioners and academic scholars agree that sustainability must be implemented early in the life cycle of a product, manufacturers still consider cost as the fundamental motivators for product development. Thus, environmental standards are often regarded as a secondary priority.
Sustainable development, according to the World Commission on Environment and Development "satisfies the requirements of the present without sacrificing the potential of future generations to satisfy their own needs." The establishment of a sustainable development education competency is one of the main objectives of the global implementation plan for the United Nations Decade of Education for Sustainable Building. The process of increasing an organization's or a person's capacity involves creating frameworks, work cultures, policies, processes, and systems to enhance performance and achievement.
The evolution of industry and society has an impact on the application of design education. It has been claimed that socio-technical systems must undergo a substantial shift to escape the most severe effects of climate change, social inequality, and resource depletion.
As a result, the interdisciplinary and complex skills demanded of professional designers are expanding. These new competencies must be included into design education, lifelong learning, and entrepreneurship training.
Given these above circumstances, this research seeks to examine the context of capacity building for sustainability in the development of product design education within the perspective of sustainability. In addition, it is crucial to build products that meet the goals of "Design for Sustainability" and to empower designers to address significant environmental and social issues.
The study specifically seeks to answer the following two research issues:
1. Current State of Undergraduate Graphic Design Education in Vietnam
2. Competencies are currently being mentioned in research as essential for undergraduate graphic design education?
3. To meet the requirements of Sustainable Development Goals (SDGs), what are the most crucial design competencies required that undergraduate students studying graphic design must possess?
Equipping graduates with competencies aligned with the Sustainable Development Goals (SDGs) is paramount in contemporary higher education, enhancing their employability. This exigency extends to graphic design undergraduate programs, which play a vital role in fostering designers equipped to tackle global sustainability challenges. This study employs a mixed-methods approach to delineate essential SDG-pertinent competencies for graphic design undergraduates. A systematic review of fourteen seminal articles yielded an initial identification of fifty-eight key competencies. These were subsequently validated through a Delphi study involving 44 Lectures/ Education Experts and 77 Graphic Designers Experts. This iterative process culminated in a refined list of thirty-one critical competencies, categorized into four distinct groups: Systemic challenges, Performance challenges, Contextual challenges, and Global challenges.
A global trend towards enhanced university autonomy has emerged in recent years, granting institutions greater freedom in internal operations. This shift is particularly evident in Vietnam, where the 2013 Law on Higher Education formally recognized institutional autonomy (Vietnamese National Assembly, 2012). Vietnamese universities now possess greater authority in shaping their academic offerings and programs, impacting the nation's higher education landscape. The 2012 Law on Higher Education formally recognized and articulated the concept within the legal framework (Vietnamese National Assembly, 2012). This law explicitly grants Vietnamese higher education institutions autonomy in five key areas: program and curriculum development, teaching strategies, admissions processes, training initiatives and graduation recognition, organizational structure management, resource mobilization and utilization, and domestic and international collaborations (Vietnamese National Assembly, 2012). While research has explored university autonomy in Vietnam (Le, 2019), a gap exists regarding its specific effects on curriculum design. This study employed a mixed-methods approach. Secondary data analysis examined curricula from 21 Vietnamese university Graphic Design programs (out of 28 identified) accessible online. Primary data consisted of in-depth interviews with 12 Graphic Design lecturers/experts, providing valuable insider perspectives. This triangulation of data sources strengthens the research's reliability and validity (Harrison & Reilly, 2011; Schram, 2014).
The study's findings offer valuable insights for graphic design educators and industry employers, elucidating the competencies essential for addressing sustainability challenges. Furthermore, this research contributes to the academic discourse by proposing a structured framework for integrating SDG-related competencies within graphic design education. This facilitates the development of designers proficient not only in their design craft but also in the crucial area of sustainability.

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