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Abstract

This study examines the cultural and artistic development of art education in Ho Chi Minh City, Vietnam, within the context of international integration. This study aims to analyze the multidimensional factors, including geocultural, economic, human resources, and creative motivation, that influence the evolution of the city’s art education framework. Employing a mixed-methods approach, the research integrates both qualitative and quantitative data collected through surveys and interviews involving 96 students and 4 lecturers at the Ho Chi Minh City University of Fine Arts. Results reveal that public perception, government support, and institutional capacity significantly shape the educational and cultural outcomes of art programs. The findings also underscore the critical interplay between artistic identity, pedagogy, and globalization, highlighting art education as a mechanism for cultural preservation and international collaboration. Moreover, the research emphasizes the transformative role of formative assessments and growth mindset strategies in enhancing student engagement and creative potential. The study concludes that a comprehensive and contextually grounded approach to art education can serve as a strategic vehicle for Vietnam’s cultural diplomacy and global integration‎.

Keywords: Cultural development, Art education, International integration, Ho Chi Minh City, Visual arts, Educational reform

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