International Journal of Research Studies in Education
Special Luminary Issue
2025
Volume 14 Issue 3
Available Online: 20 February 2025
Author/s:
Phuong, Nguyen Thi Thanh*
The University of Danang, University of Science and Education, Danang, Vietnam (nttphuong@ttn.edu.vn)
Nhung, Tran Thi Hong
Faculty of Natural Sciences and Technology, Tay Nguyen University, Vietnam (nhungdepgai274@gmail.com)
Hiep, Vo Thi Ngoc
Faculty of Natural Sciences and Technology, Tay Nguyen University, Vietnam (nchp2711@gmail.com)
Abstract:
In the context of globalization and the current environmental crisis, education for sustainable development has become a central priority for the international community. Modern educational goals now emphasize fostering student awareness of resource conservation, addressing social challenges, and preserving cultural heritage. The unique cultural and social contexts of each locality play an essential role in implementing sustainable development education, providing students with opportunities to connect with their communities and cultivate a sense of responsibility toward their environment. This paper presents a theoretical study on culturally and socially contextualized teaching, alongside a case study involving the instruction of physics to 10th and 11th-grade students in Vietnam’s Central Highlands. The study successfully developed instructional frameworks for two main topics: (1) Designing a solar energy model and (2) Crafting and preserving the traditional musical instrument ChingKram, used by the indigenous peoples of the Central Highlands. These topics not only foster student responsibility for renewable energy usage but also contribute to the preservation of cultural heritage through engagement with traditional musical instruments. The findings underscore the importance of integrating science education with social and cultural contexts as a pathway to sustainable development, enhancing student responsibility toward cultural and social issues. The teaching framework established in this study offers a valuable resource for educators implementing Vietnam’s 2018 national education program, reinforcing the alignment of theory with practice to advance sustainable development goals.
Keywords: cultural and social contexts, education for sustainable development, the central highlands, students’ awareness
DOI: https://doi.org/10.5861/ijrse.2025.25822
Cite this article:
Phuong, N. T. T., Nhung, T. T. H., & Hiep, V. T. N. (2025). Teaching integrated with cultural and social contexts for sustainable development goals. International Journal of Research Studies in Education, 14(3), 71-79. https://doi.org/10.5861/ijrse.2025.25822
* Corresponding Author