Preserving and Promoting Cultural Heritage Values in the Primary School History and Geography Curriculum: An Analysis of Learning Outcomes

Abstract

This study analyzes the representation of cultural heritage education in Vietnam's primary school History and Geography curriculum, focusing on the orientation toward preserving and promoting heritage values. A qualitative content analysis combined with descriptive quantitative analysis was conducted on heritage-related learning outcomes in the current curriculum. The learning outcomes were coded by heritage type, dimensions of interaction with heritage, and students' expected roles. The study identified 44 heritage-related learning outcomes, including 33 in Grade 4 and 11 in Grade 5. The curriculum covers both tangible and intangible cultural heritage, but mainly emphasizes recognizing, understanding, and exploring heritage; requirements concerning appreciation, preservation, and promotion occur less frequently. The curriculum shows a shift from awareness of heritage toward responsibility through requirements to propose measures for preserving and promoting its values. However, requirements for students to directly undertake preservation and promotion activities are not clearly specified in individual content areas. The findings suggest the need to strengthen the transformation of learning outcomes into age-appropriate experiences and actions, thereby expanding students' participation in preserving and promoting heritage values.