A study on the management of experiential learning activities in primary schools from a participatory approach

Abstract

This study examines the management of experiential learning activities in primary schools from a participatory approach, with particular reference to the Vietnamese educational context. Drawing on a qualitative literature review methodology, the study synthesizes research published between 2010 and 2025 from major academic databases, including Scopus, Web of Science, and Google Scholar. A thematic analysis was conducted to identify key patterns related to management actors, management processes, and supporting conditions. The findings reveal that participatory management is characterized by the involvement of multiple stakeholders, including school leaders, teachers, students, parents, and community members. The management process is structured across three interconnected phases: pre-activity planning, in-activity implementation, and post-activity evaluation, all of which benefit from active stakeholder participation. In addition, effective management depends on enabling conditions such as policy alignment, resource availability, and the integration of digital technologies. The study highlights that, despite policy support in Vietnam, experiential learning activities are often implemented in a top-down manner with limited stakeholder engagement. Based on the findings, several implications are proposed, including strengthening participatory leadership, institutionalizing stakeholder involvement, adopting a process-oriented management approach, and improving supporting conditions. The study contributes to the development of a conceptual understanding of participatory management in experiential learning and provides directions for future research and practice in primary education.