Integrated Teaching of Local Cultural Education for Primary School Students: A Case Study in Quảng Ninh Province, Vietnam

Abstract

This study investigates the integration of local cultural education into primary school teaching in Hạ Long City, Quảng Ninh Province. Using a mixed-methods approach, the research surveyed 50 teachers and 100 Grade 4 students, combined with classroom observations and interviews. Findings show that teachers perceive local cultural integration as highly important and beneficial, particularly in fostering love for the homeland, preserving traditional values, and developing students’ practical competencies. Students expressed the greatest interest in experiential activities such as visiting heritage sites, playing folk games, and participating in traditional festivals. However, challenges include a lack of standardized teaching resources, difficulties in lesson design, limited facilities, and uneven student engagement. Teachers emphasized the need for official teaching materials, professional training, and stronger school–community collaboration. The paper proposes practical solutions: designing interdisciplinary themes, developing authentic cultural resources, enhancing teacher training, expanding cooperation with local communities, and building comprehensive student assessment tools. These solutions are not only relevant to Quảng Ninh but also provide insights for other regions in Vietnam.

Keywords: integrated teaching, local culture, primary education, teachers, Vietnam

DOI: 10.7176/JEP/16-10-05

Publication date:September 30th 2025