Trao quyền tự chủ học thuật cho giáo viên trong việc tích hợp giáo dục địa phương vào dạy học môn Lịch sử và Địa lí lớp 5: Nghiên cứu tại các trường tiểu học trên địa bàn thành phố Hà Nội

Tóm tắt

In the context of ongoing educational reform, granting academic autonomy to teachers has become an urgent requirement to enhance educational quality and foster creativity in teaching practices. This article explores and analyzes the process of empowering teachers with academic autonomy in integrating local educational content into the official curriculum, with a particular focus on the subject of History and Geography for Grade 5 in primary schools across Hanoi. The study employs a qualitative case study approach to assess the extent of teachers’ autonomy in selecting, designing, and implementing local education content, while also identifying factors that influence this process. The research findings are not only valuable for Hanoi's education sector but also applicable to other localities, contributing to the development of a culturally rich education system that meets the demands of international integration.