Organizing Experiential Learning Activities for Sustainable Development of Core Competences of Technical Students at Ho Chi Minh City University of Technology and Education

The transition towards a sustainable economy has given a new term “green competences”. Green competences build upon the foundation of core competences - including literacy, numeracy, communication, teamwork and problem solving - which along with awareness of environmental issues and entrepreneurship, facilitate lifelong learning and adaptability to environmental change (Marsden, Medhurst Irving, 2014) [1]. Organizing experiential learning activities is not new to the learning environment in higher education institutions in the world. However, it would be a new approach to some cultures, like Vietnam where most of students are not familiar with studying in proactive and experiential ways. Experiential learning activities provide students with opportunities to self - construct their competences from experience for sustainable development. So, this article describes a brief theoretical approach to core competence and experiential learning activities (Project-Based Learning, Learning Games) for developing core competencies (problem solving, teamwork) of technical students at Ho Chi Minh City University of Technology and Education (HCMUTE). In addition, qualitative (observation and interview) and quantitative methods were used to describe a progression of improving core competences of technical students. Finally, minor suggestions for teachers to develop core competences of technical students through organizing experiential learning activities by carefully considering a consistency of learning outcomes, teaching-learning activities and assessment according to the CDIO approach (Conceive, Design, Implement and Operation) were given.