Abstract:
In the context of rapid educational transformation and digitalization, primary education is increasingly
expected to foster creativity, experiential learning, and holistic student development. This study aims
to develop a contextualized Learning and Creativity Ecosystem model for primary schools in the
Mekong Delta region of Vietnam. The research draws upon key theoretical perspectives, including
constructivist learning theory, experiential learning theory, and contemporary learning ecosystem
frameworks. Using theoretical synthesis and contextual analysis, the study identifies essential
components that support a dynamic and integrated learning environment involving students, teachers,
families, technology, and local communities.
The findings propose a comprehensive ecosystem model consisting of five interrelated components:
learning actors, creative learning knowledge, educational technology, creative learning contexts, and
a culture of creative learning. The model also incorporates regional characteristics of the Mekong
Delta, particularly community-based learning, environmental education linked to riverine ecosystems,
and digital learning infrastructures adapted to rural educational settings.
The proposed framework provides a practical and theoretically grounded approach for enhancing
students’ creativity, problem-solving skills, and social responsibility. Furthermore, it offers valuable
implications for policymakers, school leaders, and educators seeking to design innovative and
sustainable learning environments in Vietnamese primary education.
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