International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12

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 Volume 13, Issue 1 (January 2026), Pages: 45-52

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 Original Research Paper

Developing integrated teaching skills in primary education: Insights from pedagogical training

 Author(s): 

 Hien Thi Thanh Nguyen 1, Thi Hong-Chi Le 2, *, Tinh Thi Phan 2, Chien Dinh Tran 1, Thu Thi Xuan Le 1

 Affiliation(s):

  1Faculty of Political Science and Educational Psychology, Hung Vuong University, Phu Tho Province, Vietnam
  2Faculty of Primary and Early Childhood Education, Hung Vuong University, Phu Tho Province, Vietnam

 Full text

    Full Text - PDF

 * Corresponding Author. 

   Corresponding author's ORCID profile:  https://orcid.org/0000-0003-4565-6495

 Digital Object Identifier (DOI)

  https://doi.org/10.21833/ijaas.2026.01.005

 Abstract

Developing integrated teaching skills is essential for primary school teachers to effectively deliver interdisciplinary content and support holistic student learning, and pedagogical training programs play a key role in preparing pre-service teachers for this task. This study examines the perceptions of lecturers and undergraduate students regarding the extent to which pedagogical training in primary education programs develops integrated teaching competence. A quantitative survey was conducted with 65 lecturers and 544 third- and fourth-year undergraduate students from four universities using a standardized questionnaire with multiple-choice and Likert-scale items, and the data were analyzed using descriptive statistics. The results indicate that both groups view the development of integrated teaching competence as a purposeful process involving lecturers and students. Students rated their knowledge of integrated teaching highly, followed by their ability to design integrated lessons, while classroom implementation received the lowest rating. Lecturers reported a similar pattern, with strong emphasis on knowledge and weaker performance in practical classroom application. Overall, the findings show alignment between lecturers’ and students’ views but highlight a clear gap between theoretical understanding and practical implementation, underscoring the need to strengthen experiential learning and curriculum integration strategies in teacher education programs.

 © 2025 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license ( http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Integrated teaching, Pedagogical training, Primary education, Teacher competence, Experiential learning

 Article history

 Received 23 July 2025, Received in revised form 21 November 2025, Accepted 12 December 2025

 Acknowledgment

No Acknowledgment. 

 Compliance with ethical standards

 Ethical considerations

This study was approved by the Education and Research Council of Hanoi National University of Education, under protocol number (9995/QĐ-ĐHSPHN), dated December 20, 2017. Informed verbal consent was obtained from all participants, and all data were anonymized to protect participant confidentiality.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Nguyen HTT, Le THC, Phan TT, Tran CD, and Le TTX (2026). Developing integrated teaching skills in primary education: Insights from pedagogical training. International Journal of Advanced and Applied Sciences, 13(1): 45-52

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 Tables

  Table 1  Table 2 

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