A SCOPING REVIEW OF AHIMSA IDEOLOGY AND ITS POTENTIAL DIFFUSION INTO HUMANISTIC TEACHER TRAINING IN VIETNAM

Trịnh Quốc Lập; Nguyễn Thái Hữu; Phan Ngọc Tường Vy; Trịnh Thị Hương; Lê Thanh Nguyệt Anh; Huỳnh Ngọc Tài

doi:10.34238/tnu-jst.13353

A SCOPING REVIEW OF AHIMSA IDEOLOGY AND ITS POTENTIAL DIFFUSION INTO HUMANISTIC TEACHER TRAINING IN VIETNAM

About this article

Received: 02/08/25 Revised: 27/10/25 Published: 27/10/25

Authors

1. Trinh Quoc Lap, Can Tho University
2. Nguyen Thai Huu, Can Tho University
3. Phan Ngoc Tuong Vy , Can Tho University
4. Trinh Thi Huong, Can Tho University
5. Le Thanh Nguyet Anh, Dong Thap University
6. Huynh Ngoc Tai, Tra Vinh University

Abstract

This study explores the potential of integrating the philosophy of Ahimsa, grounded in non-harm, compassion, and respect, into teacher education in Vietnam. Drawing upon a scoping review of recent studies published between 2020 and 2025, the article examines how Ahimsa aligns with and enriches key dimensions of contemporary teacher preparation. These dimensions include emotional self-regulation and mindfulness, community building and collaborative learning, social responsibility and ethical citizenship, and digital ethics and online conduct. Findings indicate that Ahimsa offers a humanistic framework that nurtures teachers’ self-awareness and empathy, enhances school well-being, and promotes compassionate, sustainable educational environments. Further empirical research is needed to contextualize and evaluate the practical application of Ahimsa in teacher education. The article proposes a soft integration of Ahimsa into teacher training curricula through courses and activities focused on mindfulness, emotional regulation, collaboration, and digital literacy, helping teachers embody care, ethical awareness, and social harmony in their professional practice.

Keywords

Ahimsa; Teacher education; Emotional regulation; Humanistic pedagogy; Digital ethics

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DOI: https://doi.org/10.34238/tnu-jst.13353

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