iosr-JRME   Volume-16 ~ Issue-3 ~ May – June 2026

Abstract: Background: Museum-based experiential learning has long been recognised as an environment that engages learners cognitively, socially, and emotionally in ways that formal classrooms rarely manage. Teacher professional development, by contrast, has remained largely confined to training events, with well-documented limitations in producing any lasting change in what actually happens in classrooms. The overlap between these two areas, namely cultural institutions as places where teachers themselves can learn, has received very little research attention...

Keywords: Teacher professional development; museum-based learning; experiential learning; Teacher Activity Group (TAG); Vietnam; EFL; reflective practice; pedagogical innovation; collaborative professional development.

[1] Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers. Cambridge University Press; Avalos, B. (2011). Teaching and Teacher Education, 27(1), 10-20. https://doi.org/10.1016/j.tate.2010.08.007; Zhou, D., Nguyen, M. H., & Dang, T. K. (2025). Review of Education, 13(3). https://doi.org/10.1002/rev3.70117
[2] Pham, H. H. (2016). Current Issues in Language Planning, 17(1), 59-72; Nguyen, T. P. et al. (2025). European Journal of Education, 61(1). https://doi.org/10.1111/ejed.70313. The latter is worth noting for its explicit finding that Vietnamese TPD remains "uniform and top-down" despite policy-level commitments to the contrary.
[3] Hooper-Greenhill, E. (2007). Museums and education: Purpose, pedagogy, performance. Routledge.
[4] Falk, J. H., & Dierking, L. D. (2013). The museum experience revisited. Left Coast Press. The contextual model of learning, originally developed in the 1990s and substantially revised here, remains the most empirically grounded framework for understanding how museum visits produce learning outcomes.
[5] Zhou, D., Nguyen, M. H., & Dang, T. K. (2025). Review of Education, 13(3); Nguyen, V. H. (2020). Vietnam Journal of Education, 4(2), 12-21.

Abstract: This study is an integrated and comparative analysis of theory of human development as propounded by Craig and Baucum (2002), Craig and Dunn (2010), Dewey (2009), and Illich (1970 & 2010). The analysis of the theory of human development enabled the identification of the forms and structures of human development, the impact of education in shaping cognitive development, and the consequences of industrialization on human development. The integration......

Keywords: Academic freedom, Intellectual competence; Human Development; Deschooling society

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