Abstract

Entering the 21st century, in the context of globalization where most countries around the world are being drawn into a process of homogenization across various domains, including education, economy, politics, and etc., distinctive elements, which embody the national identity, have increasingly garnered the special attention from society. This growing interest has made cultural studies a crucial and urgent task. Within this trend, education, one of the pillars underpinning a nation's strength, has also become a subject of cultural investigation, particularly since the late 20th century. Therefore, theories of educational culture, especially their applied research, play a pivotal role in identifying the nature and features of education within the specific cultural contexts of each country and ethnic group. The article applies a qualitative method (literature review and discourse analysis of educational policy documents) to theorize about educational culture; and based on the educational culture framework proposed by the theory, it connects various manifestations in educational activities and socio-cultural activities in Japan revolving around the three core competency pillars: (1) knowledge and skills, (2) thinking, judgment, and expressive competencies, and (3) humanity in learning, to adapt to major societal issues brought by modernization and globalization. The main research result of the article contributes to the theoretical understanding of educational culture. Its preliminary survey and evaluation of Japanese educational culture serve as lessons and experiences for Vietnam in promoting the national identity while implementing educational innovation in the era of globalization.