Managing Experiential Activities for Primary School Students: A Literature Review in The Current Context of Educational Reform in Vietnam
Main Article Content
Abstract
This study aims to systematize theoretical foundations, identify research gaps, and propose directions for further studies on experiential activity management in primary schools by applying theoretical methods. The findings indicate that most previous research has focused on the roles, contents, and forms of experiential activities, while research on the comprehensive management of these activities remains limited. The study suggests developing a more comprehensive and systematic management process for experiential activities in primary schools. At the same time, it also proposes strengthening digital technology applied and developing a competency framework to organize experiential activities at the school level, which would improve quality and efficiency of these activities in the current context of educational reform in Vietnam.
Keywords
Experiential activities, managing experiential activities, primary school students.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
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Ranken, E., Wyse, D., Bradbury, A., & Manyukhina, Y. (2024). The effect of experiential learning on academic achievement of children aged 4-14: A rapid evidence assessment. Curriculum Journal, 35(2), 304-326. https://doi.org/10.1002/curj.304
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Thieu T.T.H. (2024). Managing experiential activities at a private primary school in Hanoi, Vietnam. European Journal of Education Studies, 11(8), 54-62.
Waite, S. (2011). Teaching and learning outside the classroom: Personal values, alternative pedagogies and standards. Education 3-13, 39(1), 65-82. https://doi.org/10.1080/03004270903206141
Yusupov, I., & Ahmedova, F. (2013). Nurturing global citizens through experiential learning (EIU Best Practices Series No. 35). Sirdarya Regional Foreign Languages Boarding School.
Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries (OECD Education Working Paper No. 41). OECD Publishing. https://doi.org/10.1787/218525261154
Bui, N. D. (2015). Forms of organizing creative experiential activities in general education schools. Journal of Educational Science, 113, 37-40.
Bui, N. D., Nguyen T. T. T., Nguyen H. M., & Nguyen H. T. (2023). Developing competency assessment standards for primary school students’ experiential activities according to the 2018 General Education Program. Vietnam Journal of Educational Science, 11(19), 56-62.
Bush, T. (2020). Theories of educational leadership and management (5th ed.). SAGE Publications.
Central Committee of the Communist Party of Vietnam. (2025). Resolution No. 71-NQ/TW dated August 22, 2025 on breakthroughs in education and training development.
Chen, G., Wang, H., Liang, A., Oubibi, M., & Zhou, Y. (2025). From detached observer to immersive participant: An augmented reality-based experiential learning approach to promote academic performance and learning behaviors in science education. Computers in Human Behavior Reports, 19, 100756. https://doi.org/10.1016/j.chbr.2025.100756
Cheng, M., Wu, J., & Xu, X. (2024). Effects of non-competitive inquiry-based interactive science workshops on elementary students’ affective outcomes: An experimental study. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-024-10539-2
Dewey, J. (1938). Experience and education. Macmillan.
Duong, T. K. O., & Nguyen, V. H. (2023). Proposal of a competency framework for organizing experiential activities for pedagogy students. Journal of Technical Education Science, 75B, 13-14.
Doan, P. L. P. (2024). The current situation of managing experiential learning activities for primary school students in Can Duoc District, Long An Province. Dong Thap University Journal of Science, 13(02S), 204-215.
Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2019). School, family, and community partnerships: Your handbook for action (4th ed.). Thousand Oaks, CA: Corwin Press.
Huynh, T. K. T. (2024). Overview of research on managing experiential activities under the competence-based approach for primary school students in Vietnam. Dong Thap University Journal of Science, 14(1), 47-52.
James, J. K., & Williams, T. (2017). School-based experiential outdoor education: A neglected necessity. Journal of Experiential Education, 40(1), 58-71. https://doi.org/10.1177/1053825916676190
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
Le T. H. C. (2025). Factors affecting the competence in organizing experiential activities of primary education students at Hung Vuong University. Vietnam Journal of Educational Science, 6(21), 113-120.
Le, T. T. H. & Kim, N. (2020). Designing and organizing some experiential activities in teaching Grade 5 mathematics. Vietnam Journal of Educational Science, 36, 48-52.
Le, T. H., & Tran, H. S. (2024). Using blended learning with eduAI to improve Vietnamese university students' learning experiences. Journal of Advances in Social and Political Education, 7(4), Article 001. https://doi.org/10.36348/jaspe.2024.v07i04.001
Luckner, J.L. & Nadler, R.S. (1992). Processing the experiece: Strategies to enhance and generalize learning. Montecito, CA: True North Leadership.
Ministry of Education and Training. (2018). General education program: Issued with Circular No. 32/2018/TT-BGDDT dated December 26, 2018.
Ministry of Education and Training. (2023). Official Dispatch No. 909/BGDĐT-GDTH dated March 8, 2023, on guidelines for organizing STEM education activities in primary education.
Ministry of Education and Training. (2025). Circular No. 02/2025/TT-BGDĐT: Regulations on the digital competency framework for learners.
Muñoz Losa, A., & Corbacho Cuello, I. (2025). Impact of interactive science workshops participation on primary school children’s emotions and attitudes towards science. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-024-10539-2
Nguyen T. D. C. & Nguyen T. N. (2023). The current situation of managing experiential learning activities for primary school students in Hoai Duc District, Hanoi City under the 2018 General Education Program. Vietnam Journal of Educational Science, 8(19), 69-75.
Nguyen T. H. (2020). Experiential learning management. Vietnam Journal of Educational Science, 27, 10-14.
Nguyen, T. N. (2024). Ability to organize experiential activities of teachers in primary schools. Journal of Education and e-Learning Research, 11(2), 217-224. https://doi.org/10.20448/jeelr.v11i2.5426
Nguyen, T. T.H., Ninh, N. A., Ngo, T. H., Lanh, T. Q. C., & Do, T. L. (2024). Application of information technology in designing games for elementary school teaching. European Journal of Education Studies, 11(6). https://doi.org/10.46827/ejes.v11i6.5373
Pho, Đ. H., & Vu, T. L. A. (2018). Organizing experiential activities in primary schools. Hanoi National University of Education Publishing House.
Petri, A., Schindler, C., Slany, W., Spieler, B., & Smith, J. (2018). Pocket Game Jams: a Constructionist Approach at Schools. arXiv. https://arxiv.org/abs/1805.04462
Ranken, E., Wyse, D., Bradbury, A., & Manyukhina, Y. (2024). The effect of experiential learning on academic achievement of children aged 4-14: A rapid evidence assessment. Curriculum Journal, 35(2), 304-326. https://doi.org/10.1002/curj.304
Salinas-Navarro, D. E., Garay-Rondero, C. L., & Arana-Solares, I. A. (2023). Digitally enabled experiential learning spaces for engineering education 4.0. Education Sciences, 13(1), 63. https://doi.org/10.3390/educsci13010063
Thieu T.T.H. (2024). Managing experiential activities at a private primary school in Hanoi, Vietnam. European Journal of Education Studies, 11(8), 54-62.
Waite, S. (2011). Teaching and learning outside the classroom: Personal values, alternative pedagogies and standards. Education 3-13, 39(1), 65-82. https://doi.org/10.1080/03004270903206141
Yusupov, I., & Ahmedova, F. (2013). Nurturing global citizens through experiential learning (EIU Best Practices Series No. 35). Sirdarya Regional Foreign Languages Boarding School.