THỰC TRẠNG VÀ GIẢI PHÁP NÂNG CAO NĂNG LỰC TỔ CHỨC HOẠT ĐỘNG TRẢI NGHIỆM CỦA GIÁO VIÊN LỊCH SỬ Ở TRƯỜNG TRUNG HỌC PHỔ THÔNG

This study examines the current state of history teachers' competence in organizing experiential learning activities (ELAs) in Vietnamese high schools. It proposes solutions to enhance the effectiveness of ELA implementation in practice. The research is grounded in a competency-based theoretical framework. It employs a mixed-methods approach, collecting data through surveys and interviews with 87 history teachers from several high schools in Northern Vietnam. The findings reveal significant challenges in designing, organizing, and flexibly applying different experiential learning models, as well as conducting competency-based assessments for students. The primary barriers include time constraints, inadequate facilities, and insufficient professional development programs tailored to practical needs. Based on these findings, the study proposes key solutions to enhance teachers' professional capacity, including specialized training programs, resource provision, the establishment of professional learning communities, and the integration of information technology in ELA implementation.