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To sustain reform, researchers argue initiatives must integrate local values in hybrid ways. This study, with two lecturers and 100 Vietnamese university students, applies third-generation activity theory to document bridging and hybrid strategies combining traditional teaching and student-centred practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/student-centredness-exploring-the-culturally-appropriate-pedagogical-space-in-vietnamese-higher-education-classrooms-using-activity-theory/593688/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/student-centredness-exploring-the-culturally-appropriate-pedagogical-space-in-vietnamese-higher-education-classrooms-using-activity-theory/593688.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study?","Question",{"text":112,"@type":113},"The study examines how lecturers in Vietnamese higher education create bridging and hybrid strategies that connect traditional teaching with student-centred practices, using third-generation activity theory.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why are student-centred reform agendas not straightforward to implement?",{"text":117,"@type":113},"The document states that reforms are not implemented consistently because policies can challenge ingrained teaching and learning practices and may conflict with other policy imperatives, including expectations tied to high-stakes testing.",{"name":119,"@type":110,"acceptedAnswer":120},"What participants and theory does the study use?",{"text":121,"@type":113},"The study involves two lecturers and 100 university students in Vietnam, applying third-generation of activity theory to analyze how strategies are developed and enacted.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593688,1792188741,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 1 | Article 1 |\n| --- | --- |\n| 2016\u003Cbr>Student-centredness: Exploring the Culturally Appropriate Pedagogical Space in Vietnamese Higher Education Classrooms using Activity Theory\u003Cbr>Thanh Pham\u003Cbr>Monash University, [thanh.t.pham@monash.edu](thanh.t.pham@monash.edu) |  |\n\nRecommended Citation  \nPham, T. (2016). Student-centredness: Exploring the Culturally Appropriate Pedagogical Space in Vietnamese Higher Education Classrooms using Activity Theory. Australian Journal of Teacher Education, 41 (1).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol41/iss1/1](http://ro.ecu.edu.au/ajte/vol41/iss1/1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss1/1](http://ro.ecu.edu.au/ajte/vol41/iss1/1)  \nStudent-Centredness: Exploring the Culturally Appropriate Pedagogical Space In Vietnamese Higher Education Classrooms Using Activity Theory  \nThanh Pham  \nMonash University  \nAbstract: Recently leaders in many Asian countries have advocated  \nfor student-centred reform agendas. However, bringing about  \npedagogical change is not simply a technical issue of implementing  \npractices designed elsewhere but is a more substantive issue  \nconcerned with local cultural values and context. Researchers have  \nclaimed that to sustain the reform, the initiative needs to be modified  \nintegrating local values in a hybrid manner. The present study,  \ninvolving two lecturers and 100 university students in Vietnam, used  \nthird generation of activity theory, to document how the lecturers  \ncreated bridging and hybrid strategies that combined both traditional  \nteaching practices and novel student-centred practices. These hybrid  \npractices helped students improve their learning outcomes, especially  \nenhance their complex knowledge. Implications for University  \nproviders were discussed.  \nIntroduction  \nPedagogies of engagement like student-centred inquiry and problem-solving have been widely advocated by educators during the past 30 years (Edgerton, 2001) . These pedagogies are seen as increasing student involvement and retention, as well as developing the capacity of graduates to apply knowledge and skills gained in tertiary education programs to work-related contexts (Hallinger & Lu, 2011; Smith, Sheppard, Johnson & Johnson, 2005). Recently in many Asian countries, there is renewed interest among policy-makers in student-centred pedagogies both with regard to schooling systems and the university sector (Jensen et al., 2012) . The focus on student-centred pedagogies coincides with the shift from reliance solely on labour-intensive and large-scale forms of industrial production to knowledge-based forms of employment where innovation and problem-solving are key requirements of employees. Policy makers in Asia have drawn upon research evidence suggesting that student-centred pedagogies enable learners to acquire relevant knowledge-economy attributes such as communicative skills, creativity, deep conceptual understanding, complex critical-thinking skills, capacity to work in teams, confidence and positive attitudes toward on-going learning (Handelsman et al., 2004) .  \nStudent-centred learning reforms have been widespread across Asia. The Chinese government, for instance, has implemented multiple national curriculum reforms with an emphasis on applying western ‘best practice ’ regarding student-centred learning. They believe this practice could foster active and unique ways of learning, encourage autonomous learning in students, and engage all students in the learning process (Halstead & Zhu, 2009) . In Hong Kong, beginning in 2001, the Curriculum Development Council undertook an overhaul of the education  \nsystem with the main focus of revising curriculum from teacher-centred pedagogies to studentcentred ones in order to provide learners with interpersonal, communication, critical thinking and argumentative skills (Hong Kong Examination and Assessment Aut","cbCaitGvPjLkKURB","https://ap.wps.com/l/cbCaitGvPjLkKURB","pdf",594090,22,"English","# Abstract\n# Introduction","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study examines how lecturers in Vietnamese higher education create bridging and hybrid strategies that connect traditional teaching with student-centred practices, using third-generation activity theory.\"},{\"question\":\"Why are student-centred reform agendas not straightforward to implement?\",\"answer\":\"The document states that reforms are not implemented consistently because policies can challenge ingrained teaching and learning practices and may conflict with other policy imperatives, including expectations tied to high-stakes testing.\"},{\"question\":\"What participants and theory does the study use?\",\"answer\":\"The study involves two lecturers and 100 university students in Vietnam, applying third-generation of activity theory to analyze how strategies are developed and enacted.\"}]","Student-centredness - Exploring the Culturally Appropriate Pedagogical Space in Vietnamese Higher Education Classrooms using Activity Theory | PDF",1792077721,55]