Fostering Montessori-oriented educational innovation from preschool to lower secondary education
Keywords:
Montessori education, educational innovation, learner-centered pedagogy, experiential learning, teacher competence, lower secondary educationAbstract
Montessori-oriented educational innovation has attracted increasing attention in contemporary education because of its emphasis on learner-centered instruction, experiential learning, and holistic learner development. This study explores Montessori-oriented educational innovation from preschool to lower secondary education through a qualitative documentary research approach. The research relied on secondary data collected from academic books, peer-reviewed journal articles, conference proceedings, and official educational documents indexed in Scopus and Web of Science. The findings indicate that Montessori pedagogy contributes positively to learners’ independence, creativity, collaboration, problem-solving ability, and active participation in learning processes. The study also highlights the important role of teacher professional competence, prepared learning environments, and flexible instructional practices in implementing Montessori-oriented education effectively. In the Vietnamese context, the findings suggest that Montessori-oriented educational innovation aligns closely with current competency-based educational reform and learner-centered teaching approaches. However, challenges related to teacher training, educational resources, classroom organization, and examination-oriented practices continue to affect implementation. The study provides several implications for promoting learner-centered educational innovation and improving educational quality across different educational levels in Vietnam.
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