Factors associated with preservice teachers’ scientific literacy in Vietnam: Evidence from factor analysis

Abstract

Scientific literacy is increasingly recognized as a core competence for teachers, particularly for engaging responsibly with science in complex social and global contexts. Empirical evidence on the factors shaping this competence among preservice teachers remains limited, especially in non-Western settings where distinct cultural and institutional conditions may influence how scientific literacy develops. This study examines the factor structure of scientific literacy among preservice teachers in Vietnam and assesses the relative contributions of validated dimensions to its development, with attention to its role as a competence linked to global citizenship education. A cross-sectional survey was conducted with 1,004 preservice teachers enrolled in teacher education programs at Vietnamese universities. The initial instrument was developed from seven theoretically derived dimensions of scientific literacy, and 32 observed variables were retained in the final four-factor measurement model after exploratory factor analysis. Exploratory factor analysis and confirmatory factor analysis were applied to examine and validate the measurement structure, followed by multiple regression analysis to assess the relative contributions of the validated factors to the overall scientific literacy score. The analyses yielded a four-factor model comprising Scientific Habits of Mind, Nature and Function of Science, University-based Education and Training, and Social and Cultural Factors, with acceptable model fit (CMIN/DF = 3.107; CFI = 0.964; RMSEA = 0.046). Regression results indicated that Nature and Function of Science (β = 0.236) and Scientific Habits of Mind (β = 0.207) showed the strongest relative contributions, followed by Social and Cultural Factors (β = 0.147) and University-based Education and Training (β = 0.093). In this study, global citizenship is treated not as a separate civic competence but as an orientation embedded in how scientific literacy is understood and enacted in teacher education. These findings suggest that strengthening preservice teacher education requires attention not only to scientific knowledge but also to evidence-based reasoning, epistemological understanding, learning conditions, and sociocultural sensitivity.