Abstract

This study examines the integration of local education topics concerning Can Tho City into History and Geography instruction for fourth- and fifth-grade students from the learners’ perspectives. A survey of 643 students revealed that they held positive attitudes toward their hometown and frequently engaged with topics relating to local scenic attractions, natural features, and the environment. However, the learning process was constrained by teacher-centered instruction, insufficient visual materials, limited opportunities for experiential learning, and disparities in facilities between urban and rural areas. Accordingly, students expressed a strong preference for field trips, engaging audiovisual materials, and interactive games. These findings provide an empirical basis for proposing pedagogical solutions to improve the effectiveness of integrating local education into primary education.

Keywords: Can Tho City, current status, History and Geography, integrated teaching, local education, primary school students.