Speaking with Hue Today Weekly, Dr. Ho Dac Thai Hoang said that this year’s contest recorded a record number of entries, along with many prominent trends that are creative and highly practical.
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| Dr. Ho Dac Thai Hoang - Chairman of the Union of Science and Technology Associations of Hue City |
With nearly 300 projects selected from 39 out of 40 wards and communes, how do you assess the reach of this year’s contest?
I believe the greatest value of this year’s contest does not lie in the figure of 297 entries, but in the breadth and depth of the innovation movement among students. When a contest attracts participation from 39 out of 40 wards and communes, it shows that the spirit of creativity is no longer confined to a few schools or advantaged areas, but has spread widely, from urban centers to coastal, rural and mountainous regions. Notably, remote areas such as A Luoi, Nam Dong, Khe Tre, Phong Quang, Thuan An, Phu Vinh and Kim Long have also made a clear impression.
This is a very positive signal, showing that students have begun to observe issues around them, ask questions, experiment with models and attempt to develop solutions. The contest is therefore no longer just a school-based activity, but is gradually becoming an environment that nurtures a spirit of initiative, bold thinking and innovation among the city’s younger generation.
In your view, what do the prominent trends among this year’s entries reveal about the creative mindset of the younger generation?
Reviewing this year’s projects, I see four clear trends emerging: digital technology and AI; green and recycling solutions; community safety; and Hue’s heritage and identity.
From projects such as digital learning platforms like TA-EDU, Miqix and Photonlab; biodegradable paper made from banana stems; flood warning and online fraud alert systems; to the digitization of the Nine Dynastic Urns, Pacoh and Co Tu cultural materials, and Hue tourism content. It is clear that students’ thinking has shifted from “creating for the sake of it” to “creating to solve real problems.”
Their creativity is not detached from reality; instead, they focus directly on improving learning, enhancing safety, promoting sustainability, and preserving local cultural identity. In other words, this is a generation with a modern mindset, able to approach new technologies while remaining sensitive to social issues and responsible to the community.
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| Students started to get interested, creating practical products and solutions for the contest |
Could you elaborate on the contest’s role in promoting STEM education and teamwork skills, as well as the potential for these projects to become real-world applications?
I believe the contest plays a crucial role in turning STEM from a classroom concept into a real learning experience.
Looking at this year’s projects, this is clearly evident. From digital learning ecosystems, virtual experiments and STEM teaching tools, to solar backup power systems, smart transport solutions, disaster warning systems, and models for digitizing heritage and local learning materials, students are truly learning through doing, experimenting and solving problems.
The process of developing a project also helps students build teamwork skills, assigning roles, collecting data, verifying results, refining products, and presenting to evaluation panels. With proper continued support, many of these models could develop into school learning materials, educational media products, community solutions, or even small startup ideas in the future.
Would you say this is a platform to discover and nurture creative talent among students?
More accurately, it is a place that nurtures creativity from an early stage. In particular, the creativity of Hue’s students is closely tied to real issues in schools, communities and local identity. Resolution No. 57-NQ/TW of the Politburo identifies science, technology, innovation and digital transformation as key breakthroughs, and emphasizes that scientists are a decisive factor. It also calls for the widespread dissemination of scientific and technological knowledge, digital literacy, and appreciation for every initiative, no matter how small.
The contest for children and youth has gone beyond the scope of a seasonal activity. It is a place that fosters a love for science, a spirit of self-learning, the ability to observe real life, and a sense of responsibility to serve the community through knowledge. It is also a starting point for nurturing the next generation of scientists, engineers and innovators for Hue and for the country.
What should be done to enhance the depth and sustainability of the contest?
The Union of Science and Technology Associations will continue to study feasibility and carry out multiple initiatives in coordination with relevant stakeholders.
First, the contest should be seen as part of a broader STEM and innovation ecosystem in schools, rather than a seasonal movement. Second, the role of teachers, experts, businesses and former participants should be strengthened to support students from problem selection and model design to testing and product completion. Third, evaluation criteria should be revised to place greater emphasis on practical application, local relevance, scalability, and the maturity of the product.
In the coming time, we will also develop a “post-contest” mechanism, connecting promising projects with universities, laboratories and businesses, while supporting intellectual property and real-world testing within communities. Promoting a continuous cycle of “learning - playing - creating” through innovation clubs at primary, lower secondary and upper secondary levels will be key to ensuring that the contest does not end with each season, but continues to grow over time.
When students see that their ideas do not stop at the award ceremony but have the opportunity to go further, their motivation for creativity will become much more sustainable.
Thank you for your insights!