Assessing the current state of teaching to develop competency in understanding the living world based on nature reserves in high school biology education in Vietnam

Abstract

In the context of Vietnam’s 2018 General Education Curriculum reform,
teaching is oriented toward the development of students’ competencies and
integrating practical experience. Nature reserves, which are biodiversity-rich
protected areas, provide an ideal learning environment to directly observe
and illustrate abstract scientific theories. Nature reserve-based teaching
stimulates curiosity, fosters critical thinking and environmental consciousness,
and promotes mental well-being among students, aligned with the competency
in understanding the living world - one of the three core components of
competencies in Biology (biological cognition, understanding the living world,
and applying knowledge and skills in life). This study surveyed 824 Biology
teachers from high schools across various provinces in Vietnam, utilizing
a Likert-scale questionnaire and open-ended questions. The findings indicate
that most teachers preferred using materials such as images, videos, and
questions related to nature reserves in their classrooms to develop students’
competency in understanding the living world. However, the results also
show that methods were less frequently adopted as they often require more
time, resources, and financial support, such as experiential learning, practical
activities, or project-based learning. Differences in using these methods were
observed between teachers in rural and urban schools. Furthermore, the primary
challenges stem from financial constraints, limited involvement from school
students and communities, and a lack of nature-based teaching expertise that
can be solved by funding environmentally responsible businesses, support from
nature reserve staff, and integrating a formal curriculum.