Education in the direction of open thinking and career application orientation is becoming an inevitable trend of current university education. The goal is not only to impart knowledge but also to help learners develop independent thinking, creativity and the ability to adapt flexibly to the practical working environment. Grasping that innovation requirement, Van Hien University has been affirming its position as one of the pioneering educational institutions in training in the direction of career application. The school focuses on promoting students' thinking and creativity, while forming and training a system of essential professional skills right from the first semesters. Thereby, students are not only equipped with solid professional knowledge but also have the ability to effectively apply it to practical work, meeting the increasingly high demands of the modern labor market.
During the teaching process, the lecturer lectures for the first 3-4 sessions to help students grasp the basic knowledge of the subject. The remaining sessions are organized in the form of presentations and debates by topic. Based on the number of students, the lecturer divides the groups and assigns appropriate topics, at the same time guiding the content, form, presentation style and evaluation criteria. Each topic has two groups: a presentation group and a debate group. The debate group comments on the advantages and disadvantages of the presentation, and proposes solutions and additional content to complete the topic.
Each 5-period class will have two topics to report on. Groups will proactively prepare content, ensuring effective use of time as prescribed by the lecturer, with each group having 20 to 30 minutes to present, comment, evaluate and give suggestions to improve both content and form for the assigned topic. After the reports of the 2 presentation and rebuttal groups, each group will have three rounds of debate, in which members of each group will present arguments to refute or agree, relate practical knowledge and give specific examples to prove and clarify their group's views and arguments. At the end of the debate between the two groups, other members of the class - as listeners and "guest judges" - will comment, ask questions and give suggestions to help the groups improve. At the end of the report, the lecturer will summarize, comment and comprehensively evaluate the strengths and weaknesses of each group, and at the same time give directions for improvement and improvement in both content and presentation skills and persuasive debate. Through this process, students not only consolidate their professional knowledge but also practice teamwork skills, critical thinking and professional working style, important provisions to confidently enter the modern working environment after graduation.
Some illustrative images of teaching and learning activities in the Marxist-Leninist Political Economy classes of lecturer Huynh Van Giau in semester 1 of the school year (2025-2026), Department of Political Theory, Faculty of Social Sciences and Humanities, Van Hien University.
Subject: Marxist-Leninist Political Economy; LHP Code: 251POL10619
Subject: Marxist-Leninist Political Economy; LHP Code: 251POL10628
Reported by: GiauHV