Integrating Whole-Person Education into Curriculum Design and Implementation in Vietnamese Higher Education
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Keywords
curriculum design, higher education, whole-person education
Abstract
Whole-person education (WPE), closely linked with the value of self-improvement, has become an international education trend. This study explores the integration of WPE into the curricula of a higher education institution (HEI) in Ho Chi Minh City. The methodology includes a qualitative analysis of current curricula and educational philosophy and interviews with three managers from three faculties. A convenient sampling of 20 academic staff members from 15/27 faculties was used in a survey at this HEI for descriptive analysis. The findings from these data show that, although most academic staff have shown great interest in WPE, they have different interpretations of this concept. They agree on embedding WPE and the value of self-improvement in curricula for students' holistic development. However, they face several challenges regarding WPE curriculum design and implementation. The findings also indicate the lack of professional training and resources, including teaching-learning innovations assessment of WPE outcomes. It is therefore recommended that more policies, support from HEI administrators, and comprehensive capacity building in WPE curriculum design and pedagogy should be established.
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