Cultural and social context-based learning in natural sciences for the development of students’ social responsibility in Vietnam

Abstract

This study investigates teachers' perceptions and practices concerning the integration of cultural and social contexts into teaching in Vietnam, with the aim of enhancing students' social responsibility. A comprehensive survey was conducted involving 1,281 students and 51 Natural Science teachers from secondary schools in the Central Highlands of Vietnam. The findings reveal that while teachers of natural sciences in this region are acutely aware of the significance of incorporating local cultural and social contexts into their instruction to foster students' social responsibility, its actual implementation is infrequent, primarily due to various challenges, including limited resources, time constraints, and a lack of training. Furthermore, the student survey results show no significant improvement in their social responsibility, suggesting that current teaching practices may not be effectively addressing this critical educational goal. In light of these findings, several recommendations are proposed, including the expansion of targeted training programs and ongoing support for teachers on how to effectively integrate cultural and social contexts into their teaching practices. The outcomes of this study offer valuable insights for educators in Vietnam, aiding them in designing more effective instructional activities for natural science subjects in alignment with the educational objectives outlined in the 2018 General Education Program.