Abstract:
Moral education plays an essential role in the holistic development of primary school students by
fostering moral cognition, attitudes, and behaviors aligned with educational and social standards. This
study examines the current status of implementing moral education content for students in non-public
primary schools in Ho Chi Minh City from a participatory approach. A mixed-methods design was
employed, combining theoretical analysis with survey data collected from 150 primary school teachers
and 50 school administrators. The study focuses on three core components of moral education: moral
cognition, moral attitudes and emotions, and moral behavioral skills, in accordance with the 2018
General Education Curriculum. The findings indicate that moral education content is implemented at
a relatively frequent level; however, its overall effectiveness remains moderate and uneven across
content areas. Moral attitudes and behavioral skills were evaluated more positively than moral
cognition, while the cultivation of patriotic awareness and related behaviors emerged as the weakest
aspect. Teachers’ and administrators’ assessments were highly consistent, reflecting shared
perceptions of current practices and limitations. The study highlights the need for more systematic,
coordinated, and participatory strategies to enhance the effectiveness of moral education in non-public
primary schools.
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