Investigating the Factors Affecting the Implementation of 2018 Primary Education Curriculum in the Mekong Delta

Abstract

This study explores key factors affecting the implementation of 2018 Primary Education Curriculum (PEC 2018) using a large-scale quantitative approach. Data were collected from 1,058 educational stakeholders, including teachers and school leaders in Can Tho city in the Mekong Delta. The analysis focused on 12 factor groups encompassing 61 items. The instrument demonstrated excellent internal reliability (Cronbach’s Alpha=.981), confirming the consistency of the measurement. Among the findings, “Confidence and Trust in Implementation” emerged as the strongest factor, while “Income and Welfare” ranked lowest, indicating concerns about teacher support and motivation. Interestingly, significant differences were observed across geographical locations, professional roles, ethnic groups, and levels of experience. These variations highlight the contextual challenges of curriculum reform and emphasize the need for targeted policies to support equitable and sustainable implementation of PEC 2018 in diverse local contexts.

Keywords: Mekong Delta, Primary education, Curriculum reform, PEC 2018, quantitative analysis, implementation factors

DOI: 10.7176/JEP/16-9-01

Publication date:August 31^st 2025