GIÁO DỤC CẢM XÚC CHO HỌC SINH TIỂU HỌC THÔNG QUA HOẠT ĐỘNG TRẢI NGHIỆM: GÓC NHÌN TỪ NGHIÊN CỨU QUỐC TẾ VÀ BÀI HỌC CHO VIỆT NAM

Abstract

In the context of twenty-first century education, which emphasizes competence-based and
holistic development, Social and Emotional Learning (SEL) has become a key pillar alongside academic
achievement. International research has demonstrated that SEL is teachable and measurable, and that
it has long-term effects on students’ academic performance, mental health and social participation.
In Vietnam, the 2018 General Education Curriculum highlights the development of core qualities and
competences, in which social and emotional competences are embedded across subjects and, particularly,
in experiential activities at the primary level. Drawing on international frameworks and findings on
SEL, as well as Vietnamese studies on pupils’ social–emotional competences and teachers’ capacity
to implement SEL, this article aims to: (1) clarify the theoretical foundations of emotional education
and experiential activities in primary education; (2) synthesize key international directions and policy
recommendations on managing SEL; and (3) propose implications for managing emotional education
through experiential activities in Vietnamese primary schools under the 2018 curriculum