Abstract:
In the context of competency-based higher education, Vietnamese Studies education needs to connect
knowledge of local culture with professional practice in tourism. This study employed document
analysis and classroom observation of three Vietnamese Studies classes at Hanoi Metropolitan
University from the 2024–2025 to the 2026–2027 academic years to examine the use of Dong Anh’s
cultural resources in teaching. The findings identified five groups of cultural resources: historical and
archaeological heritage; festivals and beliefs; performing arts; craft villages and livelihoods; and local
cuisine and knowledge. Students were able to identify cultural resources but demonstrated limitations
in cultural interpretation, experience design, and understanding the role of local communities.
Accordingly, a five-stage instructional process—Discover, Investigate, Co-create, Design, and
Reflect—is proposed. The findings indicate that cultural resources become teaching resources when
they are pedagogically transformed into learning materials, learning tasks, and learning products. This
approach contributes to the development of students’ professional competencies, strengthens
university–community engagement, and supports sustainable community-based tourism. |
