EXPERIENTIAL LEARNING TOURISM, CULTURAL EXPERIENCES OF
STUDENTS IN BINH SON DISTRICT, QUANG NGAI PROVINCE
MA. To Van Hanh1,
Associate Professor Dr. Tran Duc Thanh2,
MA. Pham Thi Chi3
Abstract: The study assesses the current situation and effectiveness of experiential learning
tourism and cultural experiences for tourism students. The methodology combines experimental
research with data collection, synthesis, analysis, evaluation, discussion, and mapping and
diagramming techniques. The research results show that experiential learning tourism and local
cultural experiences significantly benefit students and the community. These experiential tourism
activities provide students with substantial knowledge and help them develop new skills. The
main benefits for the community are livelihoods and capacity building. The implications and
proposed solutions in this study contribute to improving the quality of experiential learning
tourism and cultural experiences for students in Binh Son District, Quang Ngai Province, thereby
promoting sustainable tourism development.
Keywords: Experiential learning tourism, cultural experiences, experiential learning, students,
Binh Son, Quang Ngai.
1. INTRODUCTION
Experiential learning through travel has been documented through
the European aristocracy’s Grand Tours of the 17th to 19th centuries,
where travel during these journeys was regarded as an educational
tool (Brodsky-Porges, 1981). Travel experiences during these journeys
1
Faculty of History, University of Education, the University of Danang.
2
Saigon International University.
3
Faculty of Tourism, Danang University of Architecture.
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aimed at learning can be understood to satisfy the need for knowledge
because “it is not enough to read about the world; we must see it for
ourselves” (Mayo & Jarvis, 1981). Learning in the context of tourism
goes far beyond the knowledge transfer built on traditional school-
based education. “Experiential learning places learners in real-life
situations where they are required to apply theory to the real world,
which can be immensely valuable” (Ruhanen & Tourism, 2006).
In Vietnam, experiential learning has recently received significant
attention from various levels, with numerous documents and
regulations being issued. In the 2018 general education curriculum,
experiential activities have been incorporated into teaching across all
levels, from primary to high school (Ministry of Education and Training,
2018). For higher education institutions, policies on experiential
learning are implemented through managing and designing university
programs that integrate practical activities and professional experience.
Currently, the Service Learning (SL) model, which involves multiple
stakeholders, including schools, experts, communities, and the
government, is gaining attention (Brundiers, Wiek, & Redman, 2010),
with many field trips related to specific majors being designed into
particular courses. In Vietnam, Service Learning is used (a) as a tool
for employment outcomes related to higher education reform, (b) to
enhance the relationship between the community and the university,
and (c) as a response to the perceived moral decline among young
people (Nguyen, Milligan, & Sutherland, 2023).
Binh Son District, Quang Ngai Province, has significant potential
for tourism development, benefiting from its geographical location
and connections to other areas such as Ly Son Island, Go Co, and Sa
Huynh. The region is rich in tourism resources, including beautiful
beaches and unique ecosystems, and especially a cultural treasure trove
with historical sites, traditional craft villages, and folk customs, which
provide the conditions to develop ecotourism, community-based
tourism, and educational tourism. Currently, Binh Son is benefiting
from numerous research projects aimed at community development,
sustainable livelihoods, and environmental protection, particularly
projects under the Global Environment Facility (GEF). In this area,
ĐÀO TẠO VÀ SỬ DỤNG NGUỒN NHÂN LỰC DU LỊCH VĂN HÓA TRONG BỐI CẢNH HỘI NHẬP QUỐC TẾ778
experiential learning classes organized at Bau Ca Cai (Binh Thuan
Commune), Ganh Yen (Binh Hai Commune), and My Thien Pottery
Village (Chau O Town) have been convenient. The educational tourism
activities aim to enhance students’ competencies by combining theory
and practice through the local resources and communities. This article
aims to (1) explore the current participation of students in experiential
learning tourism programs, (2) evaluate the effectiveness of students’
learning tourism experiences with the program content, and (3) propose
some solutions to enhance the effectiveness of students’ experiential
learning tourism in Binh Son, Quang Ngai.
2. RESEARCH METHODS
2.1. Field Research and Experimental Methods
The author planned field research, experimentation, and observation,
taking notes during field trips to the research sites. From October 2022
to June 2024, the author conducted seven field research trips to Bau
Ca Cai (Binh Thuan Commune), Ganh Yen (Binh Hai Commune), Ca
Ninh (Binh Phuoc Commune), and My Thien Pottery Village (Chau O
Town), with the following specific activities:
First trip (October 14-16, 2022): Accompanied by a team of experts
from the project “Sustainable Livelihoods for Coastal Communities
in Binh Son Through Empowering Communities to Conserve
Ecosystems and Indigenous Cultural Knowledge in the Context of
Industrialization and Modernization,” under the Global Environment
Facility’s Small Grants Programme (UNDP-GEF SGP), Project Code:
VNM/SGP/OP7/Y2/COR/2022/09, and conducted surveys to assess
the potential for developing experiential learning tourism activities.
Based on this, experiential learning tourism sites and routes were
established, community connections were made, experiential learning
tourism services were organized, and the community was consulted
on providing these experiences.
Second trip (April 24-25, 2023): The first session of experiential
learning tourism and cultural experiences was organized. Group
discussions with students were conducted to evaluate the outcomes
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of their experiential learning tourism and cultural activities, assess
the learning tourism program at the local level, analyze the current
state of these activities, and determine their effectiveness concerning
the program content. Additionally, the author conducted in-depth
interviews with several individuals who actively participated in
experiential learning tourism and cultural experiences within the
community.
Third and fourth trip (October 11-12, 2023; October 15-16, 2023): The
second and third sessions of experiential learning tourism and cultural
experiences were organized. Group discussions with students were
conducted.
Fifth trip (December 21, 2023): Participated in the mid-term review
of the project: VNM/SGP/OP7/Y2/COR/2022/09.
Sixth and seventh trip (May 19-20, 2024; May 25-26, 2024): The
fourth and fifth sessions of experiential learning tourism and cultural
experiences were organized. Group discussions were held with
students, incorporating community members involved in providing
experiential learning tourism and cultural activities.
2.2. Document Analysis Method
During the research process, the author collected primary and
secondary documents and information on experiential learning tourism
activities, cultural experiences such as books, newspapers, journals,
scientific works, materials on community-based tourism development
in the local area, and articles, videos, etc., from the internet. The
collected documents were categorized by subject group and analyzed
to extract information relevant to the research issue.
2.3. Mapping, Diagramming, and Photographic Method
Explore and define the research area’s location, content, and
boundaries, as well as the points and routes for experiential learning
and cultural tourism. Outline a diagram of the points and routes for
each session’s experiential learning tourism and cultural experiences
to draw conclusions and make recommendations for adjustments to
enhance the effectiveness of these activities in this area.
ĐÀO TẠO VÀ SỬ DỤNG NGUỒN NHÂN LỰC DU LỊCH VĂN HÓA TRONG BỐI CẢNH HỘI NHẬP QUỐC TẾ780
2.4. Group Discussion Method
Organize discussion groups with a facilitator to discuss and present
common opinions on the results of experiential learning tourism
activities and cultural experiences. The discussion content is recorded
and analyzed according to each experimental phase.
3. RESULTS AND DISCUSSION
3.1 Description of Research Data
From October 2022 to May 2024, there have been numerous
experiential learning tourism and cultural experiences in Binh Son
District, Quang Ngai Province, involving students and various other
tourist groups, including school students, families, researchers, leisure
travelers, farmers’ associations, and retirees. Among them, five practical
experiential learning tourism and cultural trips involving students
majoring in Vietnamese Studies (Culture - Tourism) were selected
as the subjects for research and experimentation. The program was
conducted over 2 days and 1 night. The first round took place from
April 24-25, 2023, with 40 students from the 2020 cohort, including 11
males and 29 females. The second and third rounds were held for the
2022 cohort on October 11-12, 2023, and October 15-16, 2023, with 40-
45 students in each round; the second round included 14 males and 26
females, while the third round had 12 males and 33 females. The fourth
and fifth rounds were organized for the 2023 cohort in May 2024, with
55 and 70 students respectively. Specific details are shown in Table 1:
Table 1. Research Data
Content
Time
Round 1
25/04/2023
Round 2
12/10/2023
Round 3
16/10/2023
Round 4
20/05/2024
Round 5
26/05/2024
Code TNDL1 TNDL2 TNDL3 TNDL4 TNDL5
Total 40 40 45 55 70
Academic
year
2020 2022 2022 2023 2023