CONTENT-BASED FRAMEWORK OF BEHAVIOURAL CULTURE EDUCATION FOR UPPER SECONDARY STUDENTS: INSIGHTS FROM INTERNATIONAL TRENDS AND IMPLICATIONS IN VIETNAMESE ALL-THROUGH SCHOOLS

Abstract

Behavioural culture serves as a fundamental basis for shaping individual character, fostering sustainable relationships and cultivating a civilised social environment. The study aims to enrich the theoretical foundations of behavioural culture education for upper secondary students within Vietnamese all-through schools. Using qualitative document analysis, the author examines major approaches to behavioural culture education in selected Western and Eastern countries. The findings reveal a global shift from rule-based moral education toward integrated, competency-oriented approaches that emphasise personal development, social responsibility and adaptability to digital and multicultural environments. Building on these insights, the author proposes a content-based framework for behavioural culture education organised around three interrelated domains: intrapersonal, social and natural. The study contributes to enhancing conceptual coherence, supporting more consistent curriculum interpretation, pedagogical practice and school culture development, particularly in all-through school settings.