Educating National Cultural Identity for Vietnamese Students: A Case Study at an Giang University

Abstract

National cultural identity is a system of traditional values, aesthetics, and lifestyle of a nation, which forms typical, progressive, and distinctive features. Cultural identity helps us to understand different cultures among ethnic groups. The national cultural identity represents the vitality, creativity, and development of the nation. The nation's culture is the foundation of society, the goal, and the driving force for economic and social development. However, it has not yet received due attention in education in Vietnam. The purpose of this study is to find out students' perceptions and evaluations of the importance of education on national cultural identity. A questionnaire survey was distributed to 247 students at An Giang University. Through descriptive statistical analysis with SPSS, the research results show that the majority of students have a rather high opinion of the need to educate the national cultural identity; The proposed content and form of education on national cultural identity has a rather high average value. However, the contents, forms, and methods of educating national cultural identity have not been clearly defined and are still limited. The findings of this study have theoretical and practical implications for Vietnamese higher education. Proposals presented to university administrators and educational policymakers were discussed. Research results are also the basis for conducting further studies on culture. Traditional culture is distilled and transmitted so that the process of integration and globalization contributes to the creation of civilization, an opportunity for each country and nation to enrich their culture.

Study on the National Identity Education Intentions of Pre-Service Teachers: Evidence from PLS-SEM and fsQCA

“…Sautereau et al compare the differences in national identity discourses in France and Ireland, using civics courses in the two regions as an example, and the results of the empirical study show that humanities subjects such as English and history play a more influential role than natural subjects [18]. Of course, very few countries have not yet developed systematic national identity education due to force majeure such as war and religion [19]. Due to the influence of cognitive development, it is generally agreed that national identity education should start in primary school [20] and that it should be internalised and resolved during secondary school [21] so that a much more deeply entrenched concept of national identity can be formed at university and beyond [22,23].…”