Introducing traditional vietnamese martial arts into teaching in universities
DOI:
https://doi.org/10.14571/brajets.v18.n4.1615-1627Keywords:
Vietnamese traditional martial arts, solution, spirit, national self-relianceAbstract
Traditional martial arts are an indispensable part of Vietnamese national culture and traditions. Teaching this subject helps students understand and appreciate traditional values, thereby preserving and promoting the nation's cultural heritage. Students are the successor force, promoting the country's intellectual resources, are the main resource in the era of knowledge economy, science and technology, playing a key role in national development. In any historical period, students are also an important social force, one of the factors that determine their future, build and protect the country. In this study, the author will focus on proposing the integration of traditional Vietnamese martial arts into university curricula. The article emphasizes that this not only helps students deeply understand national culture and traditions but also creates a healthy physical playground for students. Besides, learning traditional martial arts also helps strengthen students' self-will, patience and discipline. This is considered an important measure to educate and nurture the national spirit, contributing to the comprehensive development of Vietnam's young generations.
References
Arizona, K., Sarjan, M., Rokhmat, J., Sucilestari, R., Syahrial, A., Mertha, I. G., & Syahidi, K. (2022). Human Existence and Meaning of Life: Alternative Philosophical Solutions To Multidimensional Educational Problems. Jurnal Tatsqif, 20(2), 111-124. https://doi.org/10.20414/jtq.v20i2.5148
Atchoarena, D., & Howells, A. (2021). Advancing learning cities: Lifelong learning and the creation of a learning society. In Powering a learning society during an age of disruption (pp. 165-180). Singapore: Springer Nature Singapore. https://doi.org/10.1007/978-981-16-0983-1_12
Cai, Y., Yang, Y., & Shi, W. (2022). A predictive model of the knowledge-sharing intentions of social Q&A community members: a regression tree approach. International Journal of Human–Computer Interaction, 38(4), 324-338. https://doi.org/10.1080/10447318.2021.1938393
Chiu, T. K. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), S14-S30. https://doi.org/10.1080/15391523.2021.1891998
Cronin, L., Allen, J., Ellison, P., Marchant, D., Levy, A., & Harwood, C. (2021). Development and initial validation of the life skills ability scale for higher education students. Studies in Higher Education, 46(6), 1011-1024. https://doi.org/10.1080/03075079.2019.1672641
Dung, V. V. (2022) The Unity between Politics and Moral Education in the View of the Philosophers of Xian Qin Confucian. (2022). Journal of Educational and Social Research, 12(4), 258. https://doi.org/10.36941/jesr-2022-0111
Dung, V.V., Hoa, L.M., Quyet, L.V. (2023). The Contribution of Ho Chi Minh in Building the Ideas of Vietnamese Today Students. (2023). Journal of Educational and Social Research, 13(1), 175. https://doi.org/10.36941/jesr-2023-0016
Fung, M., Taal, R., & Sim, W. (2021). SkillsFuture: The roles of public and private sectors in developing a learning society in Singapore. Powering a learning society during an age of disruption, 195. https://doi.org/10.1007/978-981-16-0983-1_14
Haimovitz, K., Dweck, C. S., & Walton, G. M. (2020). Preschoolers find ways to resist temptation after learning that willpower can be energizing. Developmental science, 23(3), e12905. https://doi.org/10.1111/desc.12905
Hoffmann, J. D., Brackett, M. A., Bailey, C. S., & Willner, C. J. (2020). Teaching emotion regulation in schools: Translating research into practice with the RULER approach to social and emotional learning. Emotion, 20(1), 105. https://doi.org/10.1037/emo0000649
Howard, J. L., Bureau, J. S., Guay, F., Chong, J. X., & Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300-1323. https://doi.org/10.1177/17456916209667
Ignatovich, E., & Walter, P. (2022). Political posters, the Soviet Enlightenment and the construction of a learning society, 1917-1928. European journal for Research on the Education and Learning of Adults, 13(1), 75-96. https://doi.org/10.25656/01:24189
Karnitis, E., Bicevskis, J., & Karnitis, G. (2021). Measuring the implementation of the Agenda 2030 Vision in its comprehensive sense: Methodology and tool. Energies, 14(4), 856. https://doi.org/10.3390/en14040856
Komatsu, S., Yoshinuma, S., Kato, C., & Aoki, K. (2021). Consideration on factors related to athletes’ mental toughness. Psychology, 12(4), 595-606. tps://doi.org/10.4236/psych.2021.124037
Li, L., Gow, A. D. I., & Zhou, J. (2020). The role of positive emotions in education: A neuroscience perspective. Mind, Brain, and Education, 14(3), 220-234. https://doi.org/10.1111/mbe.12244
Li, Z., Zheng, X., & Sarwar, S. (2022). Spatial measurements and influencing factors of comprehensive human development in China. Sustainability, 14(9), 5065. https://doi.org/10.3390/su14095065
Lucke, U., Tavangarian, D., & Voigt, D. (2003). Multidimensional Educational Multimedia with< ML> ³. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 101-104). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/14896/.
Mary, L., Leclerc, D., Gilot, D., Belaud‐Rotureau, M. A., & Jaillard, S. (2022). The TALE never ends: A comprehensive overview of the role of PBX1, a TALE transcription factor, in human developmental defects. Human Mutation, 43(9), 1125-1148. https://doi.org/10.1002/humu.24388
Minuto, F. D., & Lanzini, A. (2022). Energy-sharing mechanisms for energy community members under different asset ownership schemes and user demand profiles. Renewable and Sustainable Energy Reviews, 168, 112859. https://doi.org/10.1016/j.rser.2022.112859
Mitsea, E., Drigas, A., & Mantas, P. (2021). Soft Skills & Metacognition as Inclusion Amplifiers in the 21 st Century. International Journal of Online & Biomedical Engineering, 17(4). https://doi.org/10.3991/ijoe.v17i04.20567
Ntoumanis, N., Ng, J. Y., Prestwich, A., Quested, E., Hancox, J. E., Thøgersen-Ntoumani, C., ... & Williams, G. C. (2021). A meta-analysis of self-determination theory-informed intervention studies in the health domain: Effects on motivation, health behavior, physical, and psychological health. Health psychology review, 15(2), 214-244. https://doi.org/10.1080/17437199.2020.1718529
Özbey, S. A. İ. D. E., & KÖYCEĞİZ, M. (2020). A study on the effect of the social skill education on the academic self respect and problem solving skills of the pre-school children. International e-Journal of Educational Studies, 4(8), 176-189. https://doi.org/10.31458/iejes.727590
Prasetyo, I., Suryono, Y., & Gupta, S. (2021). The 21st century life skills-based education implementation at the non-formal education institution. Journal of Nonformal Education, 7(1), 1-7. ttps://doi.org/10.15294/jne.v7i1.26385
Pratesi, M., Quattrociocchi, L., Bertarelli, G., Gemignani, A., & Giusti, C. (2021). Spatial distribution of multidimensional educational poverty in Italy using small area estimation. Social Indicators Research, 156, 563-586. https://doi.org/10.1007/s11205-020-02328-5
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary educational psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Ryboretskaya, T., & Elistratova, K. (2022). Formation of cross-cutting competencies of a modern teacher: potential of a cross-multidimensional educational environment. Man and Education, (3 (68)), 148-152. https://doi.org/10.54884/S181570410019375-7
Schiepe-Tiska, A., Heinle, A., Dümig, P., Reinhold, F., & Reiss, K. (2021, October). Achieving Multidimensional educational goals through Standard-oriented teaching. An application to STEM education. In Frontiers in Education (Vol. 6, p. 592165). Frontiers Media SA. https://doi.org/10.3389/feduc.2021.592165
Sharmil, H., Kelly, J., Bowden, M., Galletly, C., Cairney, I., Wilson, C., ... & de Crespigny, C. (2021). Participatory Action Research-Dadirri-Ganma, using Yarning: methodology co-design with Aboriginal community members. International Journal for Equity in Health, 20(1), 1-11. https://doi.org/10.1186/s12939-021-01493-4
Shaw, L., Hansen, H., & St Clair-Thompson, H. (2023). Mental toughness is a mediator of the relationship between positive childhood experiences and wellbeing. European Journal of Developmental Psychology, 20(1), 130-146. https://doi.org/10.1080/17405629.2022.2058485
Shek, D. T., Lin, L., Ma, C. M., Yu, L., Leung, J. T., Wu, F. K., ... & Dou, D. (2021). Perceptions of adolescents, teachers and parents of life skills education and life skills in high school students in Hong Kong. Applied Research in Quality of Life, 16, 1847-1860. https://doi.org/10.1007/s11482-020-09848-9
Shrestha, R. K., L'Espoir Decosta, J. N. P., & Shrestha, R. (2023). Creating value networks through a learning society for Indigenous women tourism entrepreneurs. International Journal of Contemporary Hospitality Management. https://doi.org/10.1108/IJCHM-03-2022-0317
Stanistreet, P. (2020). Thinking differently, together: Towards a lifelong learning society. International Review of Education, 66, 449-455. https://doi.org/10.1007/s11159-020-09858-7
Szabo, Z. P., Kun, A., Balogh, B. E., Simon, E., & Csike, T. (2022). Dark and Strong?! The associations between dark personality traits, mental toughness and resilience in Hungarian student, employee, leader, and military samples. Personality and Individual Differences, 186, 111339. https://doi.org/10.1016/j.paid.2021.111339
Tang, S., Wang, Z., Yang, G., & Tang, W. (2020). What are the implications of globalization on sustainability?A comprehensive study. Sustainability, 12(8), 3411. https://doi.org/10.3390/su12083411
Thambu, N., Prayitno, H. J., & Zakaria, G. A. N. (2021). Incorporating active learning into moral education to develop multiple intelligences: A qualitative approach. Indonesian Journal on Learning and Advanced Education (IJOLAE), 3(1), 17-29. https://doi.org/10.23917/ijolae.v3i1.10064
Teixeira, P. J., Marques, M. M., Silva, M. N., Brunet, J., Duda, J. L., Haerens, L., ... & Hagger, M. S. (2020). A classification of motivation and behavior change techniques used in self-determination theory-based interventions in health contexts. Motivation science, 6(4), 438. https://doi.org/10.1037/mot0000172
Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., ... & Lonsdale, C. (2020). Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of educational psychology, 112(7), 1444. https://doi.org/10.1037/edu0000420
White, R. L., Bennie, A., Vasconcellos, D., Cinelli, R., Hilland, T., Owen, K. B., & Lonsdale, C. (2021). Self-determination theory in physical education: A systematic review of qualitative studies. Teaching and Teacher Education, 99, 103247. https://doi.org/10.1016/j.tate.2020.103247
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Phan Thanh My

This work is licensed under a Creative Commons Attribution 4.0 International License.
The BRAJETS follows the policy for Open Access Journals, provides immediate and free access to its content, following the principle that making scientific knowledge freely available to the public supports a greater global exchange of knowledge and provides more international democratization of knowledge. Therefore, no fees apply, whether for submission, evaluation, publication, viewing or downloading of articles. In this sense, the authors who publish in this journal agree with the following terms: A) The authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY), allowing the sharing of the work with recognition of the authorship of the work and initial publication in this journal. B) Authors are authorized to distribute non-exclusively the version of the work published in this journal (eg, publish in the institutional and non-institutional repository, as well as a book chapter), with acknowledgment of authorship and initial publication in this journal. C) Authors are encouraged to publish and distribute their work online (eg, online repositories or on their personal page), as well as to increase the impact and citation of the published work.
