In recent years, Dong Nai has introduced a range of innovative initiatives to bring culture and the arts into schools, drawing strong engagement from students. More than just extracurricular activities, these initiatives are gradually becoming an important educational channel, enabling young people to access, absorb and preserve the province’s distinctive cultural values.
Notable initiatives include introducing cai luong (reformed theatre) into the classroom and producing 50 sets of lithophones for schools. In addition, field trips to historical sites and museums, along with contests on local landmarks and notable figures, have been widely organized. These activities are being implemented in an increasingly structured manner and are spreading widely across the school system, enriching the spiritual life of students.
Significantly, the previous merger of Dong Nai and Binh Phuoc into a new Dong Nai is not merely a matter of expanding geographic boundaries and development space, but also creates an urgent need to harmonize and promote cultural values. In this context, integrating culture into education carries strategic importance, helping build shared awareness, nurture identity and strengthen community cohesion from an early age.
In practice, direct exposure to traditional arts such as cai luong, as well as hands-on experiences with local cultural heritage, enables students not only to better understand the history and people of their locality, but also to develop a sense of appreciation and responsibility for preserving cultural traditions. This form of “soft education” plays a meaningful role in shaping personality and lifestyle, equipping students with the awareness needed to recognize and respond to social issues in modern life.
To ensure these initiatives deliver long-term impact, successful models should be expanded, while closer coordination between the education sector, cultural agencies and artistic institutions is needed to design programs suitable for each education level. Content should strike a balance between educational value and appeal, ensuring it resonates with students’ psychology and interests. Greater attention should also be paid to training teachers capable of organizing and guiding cultural and artistic activities, while promoting socialization by engaging artists, artisans and cultural organizations both within and beyond the province. Moreover, applying digital technology to digitize materials and develop open cultural learning resources will be essential in broadening access for students.
The integration of culture into schools also helps implement Resolution No. 80-NQ/TW, dated January 7, 2026, issued by the Politburo on the development of Vietnamese culture. When culture is positioned as the spiritual foundation of society and an endogenous driver of growth, fostering a love for cultural values among the younger generation becomes an investment in sustainable development and the nation’s future.
It can be affirmed that when young people understand and value their cultural heritage, it is not only a natural continuation of tradition but also serves as a foundation for building resilience and character in an increasingly integrated world. Bringing culture into schools, therefore, is not merely an educational activity, but a long-term solution to preserve core values, promote cultural identity and strengthen the internal resilience of the locality in its development journey.
By Thu Ngoc – Translated by M.Nguyet, Thu Ha
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