A PROPOSED MODEL OF HERITAGE EDUCATION LEARNING MATERIALS FOR SCHOOL AND UNIVERSITY STUDENTS IN CAN THO CITY
Main Article Content
Abstract
This study analyzes the theoretical foundations of heritage education and proposes a model of learning resources for students in Can Tho City. The model aims to bridge the gap between learners’ awareness and actions in preserving and promoting the value of historical and cultural sites while responding to the demands of digital transformation. Employing a design-based research (DBR) approach, the study examines the characteristics of local historical and cultural sites in conjunction with theories of concurrent learning, project-based learning, and community-based heritage management. The findings yield an operational model built on three foundational pillars: (1) standardizing content based on quantifiable learning objectives and integrating it into the formal curriculum; (2) developing a multimedia digital learning ecosystem that incorporates virtual reality (VR), augmented reality (AR), and digital games to enhance learner motivation; and (3) establishing an interdisciplinary co-creation mechanism among educational institutions, heritage management agencies, and technology providers. The model suggests research-informed solutions for empowering learners as active co-creators of heritage value, thereby narrowing the gap between awareness and action and laying the foundation for sustainable cultural tourism in the digital era.
Keywords
blended learning, Can Tho, design-based research (DBR), heritage education
Article Details
References
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