Organizing Experiential Learning Activities for Development of Core Competences of Technical Students in Vietnam

Abstract

The transition towards a sustainable economy has given a new term "green competences". Green competences build upon the foundation of core competences including literacy, numeracy, communication, teamwork and problem-solving-which along with awareness of environmental issues and entrepreneurship, facilitate lifelong learning and adaptability to environmental change (Marsden, Medhurst & Irving, 2014) [1]. Organizing experiential learning activities is not new to the learning environment in higher education institutions in the world. However, it would be a new approach to some cultures like Vietnam， where most of students are not familiar with studying in proactive and experiential ways. Experiential learning activities provide students with opportunities to self-construct their competences from experience. This article describes a brief theoretical approach to core competence and experiential learning activities (Project-Based Learning, Learning Games) for developing core competencies (problem-solving, teamwork) of technical students at Ho Chi Minh City University of Technology and Education (HCMUTE) in Vietnam. In addition, qualitative (observation and interview) and quantitative methods were used to describe a progression of improving core competences of technical students. Finally, minor suggestions for lecturers to develop core competences of technical students through organizing experiential learning activities by carefully considering a consistency of learning outcomes, teaching-learning activities and assessment according to the "Conceive Design Implement Operation" (CDIO) approach to engineering education at HCMUTE were given.

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