Exploring the educational philosophy in Vietnam

2023 IJRSE – Volume 12 Issue 8

Available Online:  10 October 2023


Tran, N. Duc
De La Salle University, Philippines (duc_tran@dlsu.edu.ph)


Vietnam’s educational philosophy is deeply rooted in cultural heritage and historical development. This article delves into the historical context, Confucian influence, and contemporary reforms that have shaped Vietnam’s distinctive educational approach. Vietnam’s educational philosophy can be traced back to the Confucian tradition, which places a strong emphasis on education for personal and social development. For centuries, Confucianism has been the cornerstone of the Vietnamese education system, promoting values such as respect for authority, filial piety, and the pursuit of knowledge as virtuous endeavors. In the modern era, Vietnam has undergone significant educational reforms to align its system with global standards while preserving its cultural identity. However, this exploration also sheds light on the shortcomings of Vietnam’s educational philosophy, including its heavy reliance on rote learning and a rigid exam-oriented system that places immense pressure on students. Moreover, it underscores the need for fostering creativity and placing greater emphasis on critical thinking and problem-solving skills to prepare students for the challenges of the contemporary world. Finally, the examination of Vietnam’s educational philosophy uncovers a complex interplay between traditional values, historical influences, and contemporary aspirations. Acknowledging these challenges and concerns is crucial for policymakers, educators, and researchers as they endeavor to cultivate a more equitable, innovative, and inclusive education system in Vietnam.

Keywords: exploration, culture, Confucian, communism, educator, cultivate, educational philosophy


DOI: https://doi.org/10.5861/ijrse.2023.66

Cite this article:
Tran, N. D. (2023). Exploring the educational philosophy in Vietnam. International Journal of Research Studies in Education, 12(8), 71-79. https://doi.org/10.5861/ijrse.2023.66