Ngo Vu Thu Hang

Main Article Content


This paper presents basic theoretical knowledge on a perspective of transformative learning. It focuses on the definition, principles, characteristics of transformative learning, and possiblities to apply it into teaching and learning practices in Vietnam. Alternatives to innovate traditional learning approaches towards a transformative learning approach are also proposed with suggestions on the application of open-ended learning tasks. To effectively apply the transformative learning perspective in schools, it needs more applied research in which integrated approaches and cooperations among researchers from various majors are emphasized.

Keywords: Học tập chuyển hóa, tích hợp, dạy học, giáo dục


[1] Ngô Vũ Thu Hằng, Sự phát triển của quan điểm kiến tạo xã hội về giáo dục: Nhìn từ mối liên hệ với sự phát triển của khoa học thời kì Khai sáng ở châu Âu, Tạp chí Khoa học, Đại học Sư phạm Hà Nội. 63(5) (2018) 146-152. https://doi.org10.18173/2354-1075.2018-0071.
[2] C. Taylor, ST2EAM education in the Anthropocene: Countering the Dark Side of STEM. Presented at International Conference “The 5th International ASEAN Comparative Educational Research Network and The 1st International Annual Meeting on STEM Education, 14th - 15th Khon Kaen, Thailand, 2018.
[3] United Nations, Transforming our world: the 2030 Agenda for sustainable development. Retrieved from, 2015.
[4] Bộ Giáo dục và Đào tạo, Dự thảo Chương trình giáo dục phổ thông - Chương trình tổng thể, 2017.
[5] N.V.T. Hằng, M. Meijer, A.M.W. Bulte, A. Pilot, The implementation of a social constructivist approach in primary science education in Confucian heritage culture: the case of Vietnam, Cultural Studies of Science Education. 10(3) (2015) 665-693. DOI: 10.1007/s11422-014-9634-8.
[6] Tran Thu Ha & Trudy Harpham, Primary education in Vietnam: Extra classes and outcomes, International Education Journal. 6(5) (2005) 626-634.
[7] Nguyen Quang Kinh, Nguyen Quoc Chi, Education in Vietnam: Development history, challenges and solutions. In An African Exploration of the East Asian Education Experience, Edited by Birger Fredriksen and Tan Jee Peng, The World Bank, Washington, D. C, 2008.