Management of Experiential Activities in Primary Schools in the Context of Digital Transformation: A Case Study at a Public Primary School in Hanoi, Vietnam

Background: Digital transformation is reshaping the management of teaching and educational activities in primary schools. This study examined experiential-activity management at one public primary school in Hanoi.

Methods: A qualitative case study was conducted in May 2026 using interviews with 11 purposively selected stakeholders, direct observation, activity outputs, school records, and digital materials. Data were analysed through the Plan-Do-Check-Act (PDCA) cycle.

Results: The school had digitised plans, used online coordination, encouraged digital learning resources, and begun collecting electronic evidence. However, plans were not updated regularly; infrastructure was unstable; monitoring criteria and instruments were not standardised; pupil and parent feedback was limited; and improvement remained situational.

Conclusion: Effective management requires a systematic, data-informed, and continuously improving PDCA process rather than isolated digital-tool use.

Contribution to literature: The study provides case-based evidence from a Vietnamese public primary school and clarifies the conditions required for digitally supported experiential-activity management.