MANAGEMENT OF VISUAL INTEGRATED TEACHING ACTIVITIES IN LOWER SECONDARY SCHOOLS: A STUDY IN THE MEKONG DELTA, VIETNAM

Integrated teaching is central to Vietnam’s 2018 General Education Curriculum, yet lower secondary schools in the Mekong Delta (MD) continue to face challenges in lesson design and implementation. This study investigates the implementation and management of visual integrated teaching activities using an online survey of 680 respondents (500 teachers, 180 administrators) from 68 schools in the 2024 - 2025 school year. Three questionnaires examined implementation, management functions, and contextual influences; results were summarized with descriptive statistics and Cronbach’s alpha. Our results show that both groups rated goal identification highly (teachers: M = 4.08; administrators: M = 4.01) and viewed monitoring/review as the strongest management function (teachers: M = 3.99; administrators: M = 4.01). In contrast, theme and integrated lesson-content development was weaker (teachers: M = 3.16; administrators: M =0 3.15), while teaching methods and formats remained moderate (M = 3.39 - 3.42). Contextual constraints were perceived as strong, especially limited procedural guidance/support (M = 4.32 - 4.38) and organizational-environment factors (M = 4.19 - 4.25). The findings suggest priorities for reform: strengthen practical guidance materials, support collaborative planning, and target professional development on integrated lesson design and pedagogy.