Social Science and Human Research Bulletin

This article analyzes the model for organizing traditional education activities at Gò Đống Đa Relic, Hanoi City, Vietnam, based on the transformation of findings from a master’s project in Cultural Management. The study employs a mixed approach combining document analysis, questionnaire surveys, field observation, oriented interviews, and descriptive statistics. The survey data include 240 lower secondary students and 15 teachers involved in learning, visits, or extracurricular activities at the relic during March-April 2026. The findings show that Gò Đống Đa Relic has clear potential for traditional education, especially in stimulating students’ interest in learning history, their sense of pride, and their gratitude toward predecessors. However, current activities still tend to rely on visits and one-way interpretation; age-appropriate learning materials, group tasks, learning products, and coordination mechanisms between schools and the relic management unit are not yet stable. On that basis, the article proposes an experiential traditional-education model organized through a before-during-after cycle, linking the visit route with task sheets, learning products, assessment rubrics, supporting digital tools, and feedback mechanisms for improvement. The model has practical significance for promoting the value of historical-cultural relics in general education and may serve as a reference for organizing heritage education activities at other urban relics.

Traditional education; Gò Đống Đa Relic; experiential learning; heritage value promotion; cultural management.

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