ORGANIZING EXPERIENTIAL AND CAREER - ORIENTED ACTIVITIES ACCORDING TO STEAM EDUCATION MODEL FOR HIGH SCHOOL STUDENTS IN HANOI

HANOI NATIONAL UNIVERSITY OF EDUCATIONAU THANH NGOC ORGANIZING EXPERIENTIAL AND CAREER - ORIENTED ACTIVITIES ACCORDING TO STEAM EDUCATION MODEL FOR HIGH SCHOOL STUDENTS IN HANOI Major: T

HANOI NATIONAL UNIVERSITY OF EDUCATION

AU THANH NGOC

ORGANIZING EXPERIENTIAL AND CAREER - ORIENTED ACTIVITIES ACCORDING TO STEAM EDUCATION MODEL FOR HIGH SCHOOL STUDENTS IN HANOI

Major: Theory and History of Education

Code: 9140102

SUMMARY OF DOCTORAL THESIS

EDUCATION SCIENCES

HA NOI - 2025

HANOI NATIONAL UNIVERSITY OF EDUCATION

Scientific supervisors:

1 Associate Professor, Dr Hoang Thanh Thuy

2 Dr Nguyen Thi Thanh Tra

Examiner 1:

Examiner 2:

Examiner 3:

The thesis will be defended at the Examining Committee,

Hanoi National University of Education at (time) ……… Date ……

The origin of the thesis is accessible for the purpose of reference at National Library or Library of Hanoi National University of Education

LIST OF PUBLISHED RELATED SCIENTIFIC WORKS

1 Au Thanh Ngoc (2020), Current status of organizing experiential activities and

career guidance in the direction of STEAM education for high school students

in Hanoi city, Education Magazine, pp 217-2212, Special issue 2, May 2020.

2 Au Thanh Ngoc (2020), Experiential activities and career guidance in high

schools, Educational Equipment Magazine, No 221, issue 2.

3 Au Thanh Ngoc (2023), Measures to organize experiential and career-oriented

activities according to the steam education orientation for high school students

in Hanoi International conference proceedings – Psychology and Education in

the context of social changes.

4 Au Thanh Ngoc (2023), Nguyen Phan Ngoc Anh, Nguyen Thi Thanh The

situation of organizing experientail and career-oriented activities in high school students in Hanoi International conference proceedings – Psychology

and Education in the context of social changes.

5 Au Thanh Ngoc (2023), Measures to organize experiential and career

guidance activities according to the STEAM education model for high school students, Educational Equipment Magazine, Issue 2, June 2023, pp 364 – 366.

6 Au Thanh Ngoc (2024), Current status of organizing experiential activities and

career guidance for students in some high schools in Hanoi city , Education Magazine , Volume 24, (Special issue 9) month 08/2024, pp.248-254.

7 Au Thanh Ngoc (2024), Factors affecting the organization of experiential

activities and career guidance according to the STEAM education model for students in some high schools in Hanoi city, Education Journal , Volume 24,

(Special Issue 9) August 2024, pp.155-161.

1 Reasons for choosing a topic

According to the 2018 general education program, Experiential and career-oriented activitiesare compulsory educational activities, through experiential and vocational activities, students formthe main qualities and core competencies in self, social, natural and professional relationships Inparticular, the goal of Experiential and career-oriented activities at the high school level focusesmore on vocational education activities in order to develop professional capacity, students areevaluated and self-evaluated on their abilities, strengths and interests related to careers, as a basisfor choosing suitable professions for themselves and training their qualities and abilities to adapting

to future careers Specific competencies such as: Language ability, calculation ability, scientificability, technological ability, aesthetic ability and physical ability are the requirements to beachieved by students specified in the general education program 2018 The goal of vocationaleducation is clearly indicated to be implemented through experiential activities and all subjects ofMath, Technology, Science, Art, and Physical Education The key point in the requirements toachieve the capacity and goals of vocational education for students is not only through the YouthCouncil, but also through most of the specific subjects mentioned above

In addition, the orientation to implement STEM/STEAM education is a trend reflected in thegeneral education program The Government has set out key tasks in Decision 749/QD-TTg,specifically the development of the digital society and the fields that need to be prioritized fordigital transformation, especially in the field of education, training of quality human resources,meeting digital technology, the "implementation of the application of the integrated educationmodel of science - technology - engineering - mathematics and technology Science (Science;Technology; Engineering; Arts; Maths_STEAM), business, enterprises, English training andinformation technology skills, ensuring information security at all levels." Directive No 16/CT-TTg dated 04/5/2017 was also emphasized by the Government on strengthening the capacity toapproach the fourth industrial revolution; Decision No 522/QD-TTg of the Prime Minister:Approving the Scheme "Vocational education and orientation of student flow in general education

in the period of 2018 - 2025" to support high schools to effectively implement Science, Technology,Engineering and Mathematics (STEM) education; The Ministry of Education and Training (MOET)guides a number of contents of STEM education and the organization and management of STEMeducation activities in high schools has pointed out the forms of STEM education organization inhigh schools Thus, the inclusion of STEM/STEAM education in teaching and education contentand programs is being synchronized so that the goal of capacity development for students can beeasily achieved STEAM education has something in common with Experiential and career-orientedactivities in respecting students' experimentality and exploration, developing creative thinking aswell as caring for the individual and positive emotions of students is the core The organization ofexperiential and career-oriented activities according to the STEAM education model may promotestudents' creativity as well as promote the process of forming and developing specific competenciesfor students and associated with the reality of the times

In fact, high schools in Hanoi are implementing and organizing Experiential and oriented activities and STEM/STEAM education, but there are still many difficulties such as in theorganizational process, organizational capacity and teachers' attitude towards the organization andimplementation and coordination between educational forces is still not synchronized and tight Theorganization of Experiential and career-oriented activities according to the STEAM educationmodel for high school students in Hanoi has not been implemented in combination because of thedifficulties in the organizational process, the coordination of forces as well as the system of topicsand evaluation of the organizational process has not been focused on building and developing.Based on theoretical and practical grounds, the thesis finds that organizing experiential andvocational activities according to the STEAM education model for high school students in Hanoimay solve the requirements of social digital transformation, the country, the issue of training high-quality human resources, digital technology; as well as implementing the orientations for qualityand capacity development as set out in the 2018 general education program However, in reality,

career-there are not many studies on organizing experiential and vocational activities according to theSTEAM education model for high school students in Hanoi, the studies only stop at individualfields of experiential activities, career guidance or STEAM education at preschool and primarylevels, STEAM education in specific subjects Therefore, we find it extremely urgent to research

the topic "Organizing experiential and career-oriented activities according to the STEAM

education model for high school students in Hanoi" to come up with measures to organize

experiential and career-oriented activities according to the STEAM education model for high schoolstudents in Hanoi

2 Purpose of the study

On the basis of theoretical and practical research on experiential and career-oriented activities andSTEAM education, the thesis proposes measures to organize experiential and career-oriented activitiesaccording to the STEAM education model for high school students in order to improve the results oforganizing experiential and career-oriented activities according to the STEAM education model for highschool students, on that basis to meet the requirements of the 2018 general education program

3 Subjects and objects of study

experiential and career-oriented activities and the STEAM education model such as Building an

organizational process; Building a theme system; Guide teachers to evaluate; Coordination of forces in the process of organization will improve the quality of organizing experiential and

vocational activities according to the STEAM education model for high school students in Hanoi aswell as form specific competencies for students, especially career orientation and componentcompetencies of STEAM

5 Research tasks.

Develop a theory on organizing experiential and career-oriented activities according to theSTEAM education model for students at high schools; Survey and evaluate the practice of organizingexperiential and career-oriented activities according to the STEAM education model for high schoolstudents in Hanoi; Propose and experiment with measures to organize experiential and career-orientedactivities according to the STEAM education model for high school students in Hanoi

6 Limitation of research scope

6.1 Limitations on research content

The thesis topic develops measures to experiential and career-oriented activities activitiesaccording to the STEAM education model, which will use the topic in chapter 3 related to thevocational content circuit specified in the general education program 2018 designed intoexperimental measures

6.2 Limitation of research objects and areas

The survey was conducted on 89 teachers; 616 students (grades 10 and 11) in 8 representativehigh schools in Hanoi city including and focusing on in-depth surveys and interviews of studentsparticipating in clubs and subjects in the field of STEAM; teachers directly participate in teachingand organizing activities in the field of STEAM

6.3 Limitation of experimental area

- Experimental area: Nguyen Tat Thanh Secondary & High School and Nguyen Binh Khiem HighSchool (Cau Giay)

- Experimental period: From 9/2023 to 01/2024

7 Research Approach and Research Methods

8 New contributions of the project

8.1 Theory

The theory of organizing experiential and career-oriented activities; organizing experientialand career-oriented activities according to the STEAM education model for high school studentsserves as a reference for general education teachers and pedagogy students in implementation andresearch; it enriches the theory of experiential and career-oriented activities as well as clarifies thetheory of organizing educational activities in the field of education science

8.2 Practical

The current situation of organizing experiential and career-oriented activities for high schoolstudents according to the STEAM education model, along with the reasons for this situation, willprovide managers with a comprehensive view of the quality of organizing experiential and career-oriented activities in high schools This will serve as a basis for evaluating the implementationresults of the 2018 general education program

The measures for organizing experiential and career-oriented activities according to theSTEAM education model in high schools will serve as a reference for teachers in high schools tocarry out the task of organizing quality experiential and career-oriented activities

9 Defensive arguments

Thesis 1: STEAM education is an inevitable trend of modern education Organizing

experiential and career-oriented activities for students at high schools according to the STEAMeducation model is an effective form to educate students and form necessary competencies andqualities in the current social context

Thesis 2: The current situation of organizing experiential and career-oriented activities

according to the STEAM education model in high schools in Hanoi is still limited The reason forthe limitation is that there is no specific guidance process on how to organize the Youth Counciland Youth Council scientifically, the capacity of teachers is still limited, and the forces participating

in the organization of the Youth Council and Youth Council have not been coordinated according tothe STEAM education model

Thesis 3: Measures to organize experiential and career-oriented activities according to the

STEAM education model for high school students in Hanoi will contribute to improving the quality

of organizing experiential and vocational activities according to the STEAM education model forhigh school students in Hanoi

10 Structure of the thesis

In addition to the "Introduction", "Conclusion", "List of references" and "Appendix

system", the content of the thesis consists of 3 chapters:

Chapter 1 Theory on organizing experiential and career-oriented activities according to the

STEAM education model for high school students

Chapter 2 The current situation of organizing experiential and career-oriented activities

according to the STEAM education model for high school students in Hanoi

Chapter 3 Measures to organize experiential and career-oriented activities according to the

STEAM education model for high school students in Hanoi and pedagogical experiments

CHAPTER 1 THEORY OF ORGANIZING EXPERIENTIAL AND CAREER-ORIENTED ACTIVITIES

ACCORDING STEAM EDUCATION FOR HIGH SCHOOL STUDENTS

1.1 Problem Study Overview

1.1.1 Studies on STEAM education

In 2008, at a scientific conference on technology education in Salt Lake City, Utah, USA, Ms.Georgette Yakman from Virginia Tech gave a report proposing a new educational model with thecombination of art elements in STEM education and called it STEAM education = STEM + Art with astylized spelling of ST∑@M [149] When it comes to the concept of STEAM education, there are manystudies that offer different perspectives The first view is that art is a mere field to be included in STEMteaching that will make STEM STEAM [123,122,105] The second view indicates that STEAM education

is the addition of arts and humanities education to STEM education [103,95,139] The third point of view

is that STEAM education is understood as an abbreviation of the words: Science; Technology;Engineering (Enineering); Arts and Maths [119] The above is an overview of the research perspectiveswhen referring to the concept of STEAM education given by authors around the world The central goal

of STEAM education is not only to transmit basic knowledge but also to form and practice skills,strengthen skills that contribute to the development of students' competencies and qualities, includingproblem-solving and creativity skills, scientific and technological competencies This is one of theskills/competencies necessary for sustainable development and lifelong learning and education Theability to solve problems and be creative is one of the common competencies of students in the overallgeneral education program in 2018 Some studies suggest that STEAM education improves students'problem-solving capacity and creates students' interest in science and technology through solvingproblems that arise in life [99] The concept of creativity is connected to the arts and is considered one ofthe benefits or learning outcomes of GD STEAM [98], [124] STEAM education has a number ofcharacteristics according to scientists as follows: (1) Arts and humanities education are important elements

in STEAM education [94, 95, 118]; (2) STEAM education solves practical problems [87,88]; STEAMeducation encourages students to explore and develop the competencies needed for the 21st century

In Vietnam, Nguyen Thanh Hai (2016) said that the organization of STEAM education activitieswith the selection of key elements will depend on the problem and theme of that activity Thefoundation of STEM education is science education, so to understand the concept of STEAM education,

it is necessary to understand science education [34] According to Nguyen Van Bien and his colleagues,mathematical and scientific knowledge is the basic knowledge so that learners can pass the GQVthrough the technical design process and draw into technological processes [17] Research group HoLam Hong et al (2022), Tran Thi Minh Hue et al (2022); Nguyen Van Bien et al (2023) emphasizedtwo dominant STEAM education activities, namely STEAM education activities for exploration andSTEAM education activities for technical design Nguyen Hong Duong (2023) has given the process oforganizing technology teaching in primary schools according to the STEAM approach or the authorDang Ut Phuong (2024) has conducted research on problem-solving skills education for 5-6-year-oldpreschoolers in STEAM education activities in Vietnam [76]

1.1.2 Studies on the organization of experiential and career-oriented activities according to the STEAM education model for high school students

1.1.2.1 Research on experiential and career guidance activities

In the world of experiential learning, famous educators such as John Dewey, "learningthrough experience" [36,52], Kurt Lewin, With the use of the model of action research andempirical coaching, the author Kurt Lewin (1890-1947) has clearly pointed out that experienceplays a great role in learning Lev S Vygotsky, the concept of education in a classroom thatemphasizes assisted discovery, has been researching from the late nineteenth century to the present,research works focusing on the role and nature of experiential learning and its application toteaching in courses for university students D Kolb's experiential learning model consists of 4stages: learners start with concrete experiences, then make observations and reflections to givepersonal perspectives on problems to be solved, thereby participating in the process of creating

abstract conceptualization, thereby using this general knowledge to test activities to test what hasbeen learned In the activity theory of the famous psychologist Leonchev, he said: Psychology isformed through activity [30], from this theory there has been a lot of theoretical and practicalresearch for education L.X Vugotsky's theory of social interaction conceptualizes education in aclassroom that values assisted discovery J Piaget's tectonic theory holds that learning is the activity

of self-learning, self-creation for oneself In South Korea, the book "Creative experiential activities"published by the country's Ministry of Science, Technology and Education in 2009 considersexperiential activities to be one of the most innovative programs in Korean education AuthorТlegenova Т.Е studies experiential activity from another perspective, such as: the study of thenature of experiential activity and the classification of types of experience[141], the author arguesthat experience is the result of the interaction between man and the world Author Chickering, A.(1977) argues that experiential learning only results when there is a change in the way ofevaluation, in the emotions, knowledge and abilities of learners through life situations This meansthat learners have a major change in cognition, behavior, and attitude through the Youth Council

[93] In the above studies, a typical study is the work "After-school education activities" by Nguyen

Duc Quang, which fully describes the after-school education activities and measures to implement the

above educational activities in the education of students Dinh Thi Kim Thoa with the work "Creative experiential activities - a perspective from the theory of "Learning from experience"[84]; Le Huy Hoang with Some problems of creative experiential activities in the new general education program

[42] Nguyen Mau Duc (2017) and colleagues with research on the development and organization

of Youth Councils and Youth Councils in the new Youth Education Council

In Vietnam, stemming from upholding the role of experiential learning to help studentsdiscover the most authentic and profound knowledge, educators continue to apply experientialexperience in educating students on personality qualities, and at the same time using theachievements of subjects plus social requirements to form an activity program educational activitiesfor students Experiential activities are of interest to many authors, especially when the DraftReform of the General Education Program 2018 was announced Authors Dang Vu Hoat and HaNhat Thang, Nguyen Duc Quang and Ngo Quang Que there have been in-depth studies oncreative experience activities, pointing out the issues of: position, objectives, content, andorganizational forms of the Youth Council

1.1.2.2 Research on the organization of experiential and career-oriented activities

Author Hoang Phi Hai (2020) has researched the organization of the Youth Council in thesubject of civic education in secondary schools through teaching field trips [35] The authors NguyenDanh Nam and Trinh Ngoc Lien (2021) have researched the organization of experiential activities inteaching geometry in grade 6 in junior high schools to innovate teaching methods and develop skillsfor students [60] The authors Nguyen Trieu Son, Dang Hong Minh, and Nguyen Thi Hai Thom(2021) in their research proposed a process for designing experiential and vocational activities inteaching Mathematics and applying this process to the content of teaching Mathematics in secondaryschools [89] Also with mathematics, the authors Nguyen Ngoc Giang, Nguyen Thi Nga, and NguyenViet Duong (2022) focused on researching and developing the process of organizing experientialactivities in teaching Mathematics in secondary schools, contributing to promoting the initiative ofinterest in learning, developing learners' capacity and meeting the current requirements of educationalinnovation [90] The authors Cao Thanh Tan and Van Thi Hong Hanh (2023), in their research, havepointed out the organization of experiential activities in teaching economics and law education 10 inhigh schools to meet the 2018 general education program [81] Author Ha Quang Tien (2023) alsoevaluated the organization of defense and security education experience activities for high schoolstudents in Thai Nguyen province at the Center for Defense and Security Education, Thai NguyenUniversity, Vietnam [144] In a study on the organization of the Youth Council in teaching the CivicEducation module in junior high schools, authors Duong Thi Kim Oanh and Nguyen Thi Doan Trang(2024) have shown that students can learn, discover new knowledge and apply the learned knowledge

to solve practical problems suitable for their age [73] Author Trinh Thi Dung also researches theorganization of experiential activities in teaching Vietnamese history in high schools [24]

The second research direction on the organization of experiential and vocational activities iscompulsory educational activities according to the provisions of the 2018 general education program,most of the studies focus on learning about how to organize, assess the current situation and how to checkand evaluate in the process of organization In the research of the author Nguyen Thi Ngoc (2021), theprocess of selecting methods and forms of organizing experiential and vocational activities in secondaryschools has been shown, from which it can be applied to the development of student council andvocational education plans in accordance with the characteristics of students [68] Along with that, author

Le Thi Hoai Thuong (2022) has researched and pointed out influencing factors and solutions to innovatethe management of experiential and vocational activities for students according to the general educationprogram in 2018 and developed and applied a set of criteria for monitoring experiential activities, careerguidance according to the general education program 2018 (2023) [121] Author Phan My Linh (2024) inthe study pointed out the influencing factors and the process of organizing the Youth Council and YouthCouncil to develop career orientation capacity for high school students: A study in Van Giang district,Hung Yen province [55] The authors Tran Thi Thao, Hoang Thi Mai Lan, and Nguyen Do Phuong Anh(2024) have proposed a framework for organizing experiential activities and experiential and careerguidance activities of high school teachers to meet the requirements of the 2018 general education

program (GEC) with 4 main competency groups: Ability to understand the Youth Council Program and the Youth Council, Students; Capacity to design plans for the Youth Council and the Youth Council, the Youth Council; Capacity to organize the Youth Council and the Youth Council, the Youth Council; Capacity to examine and evaluate the results of the organization of the Youth Council and the Youth Council and the Youth Council [88]

1.1.2.3 Research on the organization of experiential and career-oriented activities according to the STEAM education model

The group of authors Nguyen Thanh Nga and Hoang Phuoc Muoi (2019) conducted research onorganizing experiential activities oriented to STEM education through club activities and the use oflaboratory facilities in high schools Author Nguyen Thanh Nga (2020) and colleagues have researched theorganization of experiential activities in the Physics and Gases chapter 10 in the direction of STEMeducation to promote positivity and foster students' creative capacity The group of authors Nguyen NhuHue (2023) has come up with a general operating process in organizing experiential activities for childrenwith developmental disabilities according to the STEAM education model [49] In addition, the authors MaiXuan Tan, Ta Thanh Trung, and Nguyen Thanh Nga (2024) have proposed measures to foster careerorientation capacity for junior high school students in teaching STEAM topics, thereby ensuring the goal ofcareer orientation and effective distribution of post-secondary students [82] The group of authors Ha MyHanh, Ma Thi Sim, and Trinh Thanh Yen (2023) also researched and presented the current situation oforganizing STEM experience activities in junior high schools in Yen Son district, Tuyen Quang province.From that practice, the project finds that there are no authors who mention the organization of experientialand vocational activities according to the STEAM education model for high school students, the authors areonly conducting research and mentioning the organization of STEM/STEAM experiential activities in basicsubjects, at the preschool, primary and secondary levels[33]

1.1.3 General comments

1.1.3.1 General Comments

In the course of research, the thesis has significantly identified different domestic andinternational perspectives and research directions on vocational education, experiential and career-oriented activities and STEAM education In fact, there are no official models of organizingexperiential and career-oriented activities according to the STEAM education model for high schoolstudents, but in implementing the purpose, content, methods and methods of organizing experientialand career-oriented activities (according to the 2018 general education program), there has been anexperiential orientation and skillfully integrated the contents of the field STEM/STEAM in order toensure the development trend of education and society in the context of modern technology Thetopics of career guidance, vocational education and career experience activities have been mainlymentioned in education in general, which is one of the important tasks in high schools and for careerorientation for learners - training future human resources of the country Along with that, research on

STEM/STEAM education has been developing with many perspectives and perspectives of authorsaround the world and Vietnam However, the experiential element of STEM/STEAM education issomething that the authors focus on exploiting and exploring, in addition to the fields in STEAM,when harmoniously combined, has created significant effects in developing skills, practical capacityand creative thinking in students The integration of experiential and career-oriented activitiesaccording to the STEAM education model for the thesis is a new issue and needs to be explored andtested on specific students today From there, it will assess the appropriateness and come up with ascientific process in organizing activities and educating learners Therefore, the thesis identifies theproblem that needs to be solved is to study how to organize the Youth Council and Youth Councilaccording to the STEAM education model for high school students.

1.1.3.2 Thesis issues that need to be solved

From the overview of domestic and foreign research directions on experiential and oriented activities, and STEAM education as well as the organization of experiential and career-oriented activities according to the STEAM education model for high school students, it can be seenthat there have been works that mention the content and have different orientations Currentresearch often follows the direction of understanding and developing in each specific field ofSTEAM education or the organization of experiential and career-oriented activities, which discussesthe nature, location, participating forces and applications of experiential and career-orientedactivities or STEAM education in teaching and education And there has not really been anyresearch conducted in Hanoi city Therefore, placing the organization of experiential and career-oriented activities in relation to the STEAM education model is a relatively new research directiontoday This poses to the thesis the problems that need to be solved and clarified:

career-(1) Develop a theoretical framework for organizing experiential and career-oriented activitiesaccording to the STEAM education model for high school students

(2) Detecting problems that still exist in practice when teachers experiential and oriented activities according to the STEAM education model for students at Hanoi high schools inthe current educational context

career-(3) Evaluate the quality of the process of organizing experiential and career-oriented activitiesaccording to the STEAM education model for high school students To answer this question, thethesis needs to build the current methods of organizing experiential and career-oriented activitiesaccording to the STEAM education model for high school students in Hanoi

1.2 STEAM Education Model

1.2.1 STEAM Education Model Concept

* The concept of STEAM is from the perspective that art is a mere field that is included in STEM teaching that will turn STEM into STEAM

* The concept of STEAM education from the perspective of emphasizing the element of Arts is Humanities education and is included in STEM education

* The concept of STEAM education from the perspective of STEAM education is an abbreviation

of the words: Science, Technology, Engineering, Arts and Mathematics

Based on the analysis of the above views, the concept of STEAM education in the thesis is

understood as follows: "is an educational model based on an interdisciplinary approach, helping students apply science, technology, engineering, art and mathematics knowledge to solve practical problems in specific contexts effectively, creative and flexible The STEAM education model mentioned includes aspects of the educational program, implementation resources (human and material resources), socio- economic context and policies to promote the STEAM education program in practice today." Thus, the

essence of STEAM education is the STEAM education model realized in practice, the STEAM educationmodel is a brief expression of the characteristics and essence of STEAM education

1.2.2 Goals of the STEAM education model

STEAM education aims to help students form knowledge of the basic sciences of STEAM(Mathematics, Science, Technology, Arts and Mathematics) Along with that, the STEAMeducation model is implemented with the aim of developing students' thinking and creativecapacity in the learning process and participating in exploration activities "Arts" is considered

a liberal art, humanistic in which it contributes to the formation of the necessary good qualities

of students while also cultivating inner aesthetics and forming humanistic values that thecommunity aims for From there, it contributes to the formation of the qualities andcompetencies of global citizens, of the digital era and the 21st century Moreover, the focus andinvestment in human resource development will also be the foundation for the development ofinnovation in the field of STEAM vocational education at higher education levels and morespecialized for students This will also contribute to solving the problem of high-quality humanresources in the context of digital transformation as posed today for our country

1.2.3 Characteristics of the STEAM education model

(1) Promoting the Role of Arts and Humanities Education in STEAM Education

(2) STEAM Education Solves Practical Problems

(3) STEAM Education encourages exploration, discovery, and development of required competencies

1.2.4 The process of implementing the STEAM education model in current educational practice (1) Engineering Design Process (EDP); (2) Process 5E-7E; (3) TRIAL Process

* The thesis proposes the process of organizing the STEAM Education Council including 4 stages: (1) Determining the topic; (2) Analysis of College – Organizational Design of Students; (3)

Organizing the Council; (4) Product Evaluation & Adjustment

1.2.5 Conditions for organizing the STEAM Education Council

Based on policies; socio-economic context, educational programs, resources (human and

material resources); connecting units inside and outside the school; facilities.

1.3 Organizing experiential and career-oriented activities according to the STEAM education model

1.3.1 Psychological characteristics of high school students

* Development of self-awareness

* Life ideals of youth

* Life plans for youth - students

* Social engagement of youth

* Learning activities of high school students

* Development of intelligence and cognition related to career orientation

* Career value orientation of high school students

1.3.2 Experiential and career-oriented activities in high schools

1.3.2.1 Notion

experiential and career-oriented activities (junior high school and high school level) arecompulsory educational activities carried out from grades 6 to 12 Experiential and vocationalactivities are educational activities oriented, designed and guided by educators, creatingopportunities for students to approach reality, experience positive emotions, exploit existingexperiences and mobilize knowledge and skills of subjects to perform assigned tasks or solveproblems of the reality of school, family and social life in accordance with the age; Thereby,transforming the experiences experienced into new knowledge, new understanding, and new skills,contributing to promoting creative potential and adaptability to life, environment and future careers.Experiential activities and experiential and vocational activities contribute to the formation anddevelopment of key qualities, general competencies and specific competencies for students; Thecontent of the activity is built based on the relationships of individual students with themselves,with society, with nature and with careers

1.3.2.2 Goal

According to the 2018 General Education Program, experiential and career-oriented activitieshelp students develop qualities and competencies that have been formed at the primary andsecondary levels At the end of the career-oriented education stage, students have the ability toadapt to different living, learning and working conditions; adapting to the changes of modernsociety; have the ability to organize life, work and self-management; have the ability to developcareer interests and make decisions to choose future careers; develop a training plan to meet

professional requirements and become a useful citizen.

1.3.2.3 Cradle

Experiential and career-oriented activities are organized in high schools according to 4 maincontent circuits as follows: Self-orientation (Self-discovery; Train yourself); Socially Oriented(Family Care; Building schools; Community building); Towards nature (Understanding andpreserving natural landscapes; Understanding and protecting the environment); Career Guidance(Career Study; Training qualities and competencies in accordance with career orientation; Choosing

a career direction and planning a career-oriented study)

1.3.2.4 Requirements to be met in terms of quality and capacity

About quality

experiential and career-oriented activities contribute to the formation and development of themain qualities according to the levels suitable for each level of education specified in the overallprogram, including: patriotism, compassion, hard work, honesty, and responsibility

Capacity

experiential and career-oriented activities help form and develop in students the abilities ofautonomy and self-learning, communication and cooperation, problem-solving and creativity aremanifested through specific competencies: the ability to adapt to life, the ability to design andorganize activities, etc career orientation capacity

1.3.2.5 Organisation

The Youth Council and Youth Council in high schools are organized with 4 main methods:(1) Discovery method; (2) Experimental and interactive methods; (3) Method of Dedication; (4)Research Methods

1.3.2.7 Check out the assessment

1.3.2.8 Duration of distribution of the Youth Council and Youth Council program in high schools

The duration for the Youth Council and the Youth Council is 3 periods/week

For high schools, the time spent on self-directed contracts accounts for 30% of the totalduration; Socially oriented contracts account for 25% of the total duration; Nature-orientedcontracts account for 15% of the total duration and career-oriented contracts account for 30% of thetotal duration Thus, the self-oriented contract and the career guidance contract are distributed more

in duration than the other 2 agricultural contracts

1.3.3 Organizing experiential and career-oriented activities for high school students

1.3.3.1 Notion

Based on the authors' research on the organization of experiential and career-oriented

activities, the thesis understands that: the orientation, design and guidance of the

implementation of educational activities that teachers carry out to create opportunities for

students to approach the fields of learning, practical life as well as experimenting with positive

emotions with a variety of methods and types according to regulations in order to exploit the

existing experiences and mobilize the knowledge and skills of students to perform assigned

tasks or solve problems of school life, family and society suitable for their age; through this,

students will be transformed or transform the experiences they have experienced into new

knowledge, new understanding, new skills at a high level of application or application,

contributing to promoting their creative potential and ability to adapt to life, environment and

future career.

1.3.3.2 Organizational Principles

Principle 1: Ensure consistency between the vocational education goals set out in the GDPT 2018

program and specific goals in each topic in all types of Youth and Youth Councils; Principle 2: Ensure

consistency between the organization and orientation of teachers and the promotion of discipline, independence and self-education of students when participating in the Student Council;

self-Principle 3: Ensure close coordination between school education forces, family education, social

education and socio-economic forces in organizing the Youth Council and Youth Council for high

school students; Principle 4: To ensure the development of educational content associated with theory and

practice, especially professional practice of modern society; diversify and create activities according to the

topics and types and methods of organization of the Youth Council and Youth Council; Principle 5: Make

sure to pay attention to the psychophysiological characteristics of high school students, as well asthe positive emotions of students in the process of organizing the Student Council

1.3.3.4 Psychological characteristics of high school students

Self-conscious development; The ideal of life of young people; Life plan for youth and students; Social positivity of young people; Learning activities of high school students; Intellectual and cognitive development related to career orientation; Orientation of career values of high school students.

1.3.3.5 The process of organizing experiential and career guidance activities for high school students

(1) Phase 1: Design of activity topics (Determining the name of the topic of the experiential

and oriented activities; Preparation of a matrix of analysis of the experiential and oriented activities; Designing the plan to organize the experiential and career-oriented activities)

career-(2) Phase 2: Organize the experiential and career-oriented activities according to 5 designed

activities (Contract 1: Discovery/Startup – Theme Connection; Contract 2: Contemplation, Connecting

experiences; Task 3: Skill training; Contract 4: Application and expansion; HD5: Evaluation)

(3) Phase 3: Testing, Evaluation and Adjustment

1.3.4 Experiential and career-oriented activities according to the STEAM education model for high school students

1.3.4.1 Notion

Organizing the experiential and career-oriented activities according to the STEAM education model for high school students is the process of orienting, designing and guiding the implementation of educational activities that educators carry out to create opportunities for students to approach reality in the fields of in the fields of Mathematics, Science, Technology, Engineering, Arts, as well as experimenting with positive emotions with a variety of forms and types

in the orientation of STEAM education, exploiting the existing experiences and mobilizing the knowledge and skills of subjects in the field of STEAM to perform assigned tasks or solve practical problems school, family and social life suitable for age; Through this, the educated person will be transformed or self-transformed the experiences they have experienced into new knowledge, new understanding, new skills at a high level of application or application, contributing to promoting creative potential and adaptability to life, environment and future career.".

1.3.4.2 Organizational Principles