Tạp chí Thông tin Khoa học xã hội

Career orientation plays a crucial role in helping students develop a proper understanding of careers, select a profession that suits their abilities and interests, and meet societal needs, contributing to the promotion of sustainable socio-economic development. Drawing on an analysis of the characteristics of secondary school students and an examination of the Career Guidance Program for Secondary Education according to the General Education Curriculum 2018, and applying scientific theories of career guidance, this paper proposes a career guidance process for secondary school students to meet the requirements of the General Education Curriculum 2018. The process consists of four steps: (1) Identifying career interests; (2) Exploring the world of work; (3) Investigating fields of study; (4) Making decisions and developing a career-oriented learning plan. The findings provide both theoretical and practical implications for teachers in organizing career education activities, thereby enhancing the effectiveness of career orientation for secondary students in fostering career awareness, decision-making skills, and long-term career-oriented learning planning.

In the context of comprehensive educational reform in Vietnam, the 2018 General Education Curriculum emphasizes shifting from content-based to competency-based teaching, requiring teachers to apply active methods that engage students and foster their creativity. Methods such as visual teaching and experiential learning place students at the center, promoting key competencies like self-study, critical thinking, communication and collaboration. In secondary mathematics, visual geometry is a new grade 7 topic designed to develop students’ spatial thinking through observation and modeling. However, low student interest and teachers’ difficulties in organizing activities hinder its effectiveness, highlighting the need to apply active teaching methods to improve learning outcomes.

The development of literary appreciation competence for 4th and 5th grade Thai ethnic minority students in the northern mountainous provinces of Vietnam is an urgent requirement, grounded in both theoretical and practical considerations. Theoretically, this competence is essential for shaping aesthetic thinking, fostering language development, and nurturing students' personalities. Practically, ethnic minority students face numerous barriers in literary reception due to language and cultural differences, as well as inadequate teaching conditions. The study systematizes theoretical foundations and conducts field surveys, revealing that Thai students primarily engage with literature through emotions, imagery, and familiar genres such as folktales and legends. However, they show limitations in expression, analytical thinking, and real-life connection. Based on these findings, the study proposes a direction for developing literary appreciation competence by integrating language, culture, and pedagogical methods. This includes using culturally relevant materials, creating experience-rich environments, and innovating teaching practices. The results can serve as a foundation for curriculum design, teacher training, and further research on assessing literary competence in multicultural contexts.