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All Journal International Journal of Evaluation and Research in Education (IJERE)
Hai, Phung Viet
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Education

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Context–based learning–a case study in the Central Highlands, Vietnam Tra, Do Huong; Thanh Phuong, Nguyen Thi; Hai, Phung Viet; Nie, H’ Na My
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.31703

Abstract

The Central Highlands (Vietnam) harbors a diverse array of traditional musical instruments belonging to 13 ethnic minority groups. However, this invaluable cultural heritage faces the imminent threat of being forgotten and lost due to the lack of generational transmission among the youth. Consequently, the preservation and development of these instruments have become a critical priority for the education sector. This study implemented context-based learning (CBL) approach in teaching the topic of sound-natural science in 7th-grade, to encourage students to engage in addressing issues related to the preservation of traditional musical instruments within their local communities. Through observations and in-depth interviews with nine “E De” ethnic minority students, the study found that students exhibited a strong interest in learning to craft and play traditional instruments. They recognized the importance of this learning in contributing to cultural preservation and demonstrated the ability to apply scientific knowledge effectively in the crafting and utilizing of these instruments. These findings underscore the potential of CBL as a powerful educational model for teaching cultural heritage in other countries. This approach not only deepens students’ understanding of cultural values and social responsibility but also fosters mutual understanding and respect among different cultures on a global scale.
Factors affecting career orientation: indigenous ethnic minority students in Vietnam’s Central Highlands Hai, Phung Viet; Xuan, Tran Thi Huong; Loan, Phung Thi To; Phuong, Nguyen Thi Thanh
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.34954

Abstract

Career orientation competency (COC) plays a crucial role in preparing students for lifelong learning and labor market adaptability. However, existing research has largely overlooked how this competency develops among indigenous ethnic minority students in culturally diverse and educationally disadvantaged contexts such as Vietnam’s Central Highlands. Addressing this gap, the present study adopts the social cognitive career theory (SCCT) to examine how personal, contextual, and behavioral factors interact to shape COC in this population. SCCT serves not only as a conceptual lens but also informs the development of the research model and interpretation of findings. A quantitative approach was employed using cross-sectional survey data collected from 669 ethnic minority students. Analytical techniques included reliability analysis (Cronbach’s alpha), exploratory factor analysis (EFA) for construct validation, and multiple linear regression to test predictive relationships. Results revealed six key determinants of COC: self-awareness (SA), expectations for results (ER), personal goals (PG), community connection (CC), career exploration (CE), and cultural identity (CI). Notably, CI had the most significant effect (β=0.308), suggesting its central role in guiding career-related behaviors. These findings have important implications for both theory and practice. They extend SCCT by integrating culturally specific constructs relevant to marginalized communities and they highlight the need for context-responsive career guidance programs that recognize and leverage students’ cultural identities. The study contributes to the empirical foundation for inclusive education policy reforms targeting ethnic minority youth in Vietnam.
Co-Authors Loan, Phung Thi To Nie, H’ Na My Phuong, Nguyen Thi Thanh Thanh Phuong, Nguyen Thi Tra, Do Huong Xuan, Tran Thi Huong