DEVELOPING THE CAPACITY TO INTEGRATE LOCAL CULTURE INTO TEACHING FOR PRIMARY SCHOOL TEACHERS IN THE CONTEXT OF DIGITAL TRANSFORMATION AND MULTICULTURAL EDUCATIONAL INNOVATION

Abstract

In the context of implementing Vietnam’s General Education Program, integrating local culture into primary education has become a key requirement to foster students’ identity and core competencies. At the same time, digital transformation and multicultural education are reshaping teaching practices, requiring teachers to connect cultural knowledge with technology-enhanced learning environments. This study explores the development of primary teachers’ competencies in integrating local culture within this dual context. The competency is conceptualized as a multidimensional construct, including cultural awareness, pedagogical design, instructional organization, digital resource utilization, and culturally responsive assessment. Findings indicate that teachers generally hold positive attitudes and basic cultural understanding but face significant challenges in designing integrated lessons, applying digital technologies, and accessing standardized learning materials. These challenges are influenced by differences in teaching experience and regional conditions, especially in remote areas. To address these issues, the study proposes several solutions, including practice-oriented professional development, the development of open digital cultural resources, the application of VR/AR technologies, and the strengthening of professional learning communities (PLCs). Policy support is also emphasized as essential for sustainable implementation. Overall, developing teachers’ competencies requires an integrated approach combining cultural knowledge, pedagogy, and digital skills to meet the demands of contemporary multicultural and digitally transformed education.