A CONTENT-BASED FRAMEWORK FOR BEHAVIORAL CULTURE EDUCATION IN UPPER SECONDARY SCHOOLS: INTERNATIONAL TRENDS AND VIETNAMESE APPLICATIONS
Main Article Content
Abstract
Behavioural culture provides a foundation for shaping individual character, fostering sustainable relationships and cultivating a civilised social environment. This study aims to strengthen the theoretical foundations of behavioural culture education for upper secondary students within Vietnamese all-through schools. Using qualitative document analysis, the authors examine major approaches to behavioural culture education in selected Western and Eastern countries. The findings reveal a global shift from rule-based moral education towards integrated, competency-oriented approaches that emphasise personal development, social responsibility, and adaptability to digital and multicultural environments. Drawing on these insights, the authors propose a content-based framework for behavioural culture education organised into three interrelated domains: intrapersonal, social, and natural. The study contributes to greater conceptual coherence and supports more consistent curriculum interpretation, pedagogical practice, and school culture development, particularly in all-through school settings.
Keywords
content-based framework, behavioural culture education, upper secondary students, Vietnamese all-through schools
Article Details
References
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2022). Australian curriculum (version 9.0).
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press.
Burns, T., & Gottschalk, F. (Eds.). (2019). Educating 21st century children: Emotional well-being in the digital age. OECD Publishing. https://doi.org/10.1787/b7f33425-en
Collaborative for Academic, Social and Emotional Learning [CASEL]. (2020). What is the CASEL framework? https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/.
Department for Education. (2013). National curriculum in England: Citizenship programmes of study.
Dongjiao, Z. (2015). School Culture Improvement. River Publishers. https://doi.org/10.1201/9781003339359
Finnish National Agency for Education. (2019). National core curriculum for general upper secondary education 2019.
Haralambos, M., & Holborn, M. (2013). Sociology Themes and Perspectives. Harper Collins.
Harris, A., & Jones, M. (2022). Leading all-through schools – the same or different? School Leadership & Management, 42(3), 231–234. https://doi.org/10.1080/13632434.2022.2097467
Ho Chi Minh City Department of Education and Training [HCMC DoET]. (2023). Kế hoạch số 6040/KH-SGDĐT về triển khai trường học hạnh phúc trong các cơ sở giáo dục trên địa bàn Thành phố Hồ Chí Minh [No. 6040/KH-SGDĐT about the Plan for implementing the Happy School model in educational institutions in Ho Chi Minh City].
Huang, Q., Cheung, A. C. K., Xu, J., & Jiang, Y. (2025). Intercultural learning and adolescents’ global competence: The mediating effect of self-efficacy. International Journal of Intercultural Relations, 105, 102143. https://doi.org/10.1016/j.ijintrel.2025.102143
Hrbackova, K., Hladík, J., & Safrankova, A. P. (2025). What role do self-regulatory mechanisms play in the risky use of digital media by adolescents? Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1675778
Miglani, S., Verma, V., Agrawal, M., et al. (2026). Competency-based learning as a framework for holistic development of 21st century learners in school education. Discover Education, 5, 324. https://doi.org/10.1007/s44217-026-01268-5
Ministry of Education and Training [MoET]. (2018). Thông tư số 32/2018/TT-BGDĐT về Chương trình Giáo dục phổ thông [Circular No. 32/2018/TT-BGDĐT on the General Education Curriculum].
Ministry of Education of the People’s Republic of China. (2020). Implementation Plan for Reform and Innovation of Ideological and Political Theory Courses in Schools in New Era.
Ministry of Education of Singapore. (2021). Character and citizenship education (secondary) syllabus.
Ministry of Education of South Korea. (2022). 2022 revised national curriculum: Moral education curriculum (Booklet 6).
Ministry of Education, Culture, Sports, Science and Technology. (2018). The Course of Study for upper secondary schools (revised guidelines).
Nguyen, T. T. (Ed.), Dinh, Q. C., Ly, M. T., Huynh, M. T., & Kieu, T. T. T. (2025). Giáo trình Tâm lí học giáo dục [Educational psychology textbook]. Ho Chi Minh City University of Education Publishing House.
Shamsikhani, S., Ahmadi, F., Kazemnejad, A., & Vaismoradi, M. (2022). Meaning of respect for older people in family relationships. Geriatrics, 7(3), 57. https://doi.org/10.3390/geriatrics7030057
The Central Committee of the Communist Party. (2026). Nghị quyết số 80-NQ/TW về phát triển văn hóa Việt Nam [Resolution No. 80-NQ/TW on the development of Vietnamese culture].
Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8, 45. https://doi.org/10.1186/1471-2288-8-45
Vo, B. D. (2009). Cẩm nang văn hóa ứng xử và giao tiếp công sở [Handbook of workplace etiquette and communication]. Culture and Information Publishing House, Ho Chi Minh City.
World Health Organization [WHO]. (2025). Adolescent mental health. https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health