Challenges faced by teachers in teaching History and Geography in secondary schools-Dataset from Vietnam

The article summarizes a dataset that highlights teachers' perspectives on issues related the implementation of History and Geography curriculum in Vietnamese secondary schools. It particularly emphasizes the challenges faced by teachers during the initial years of the integrated curriculum implementation. Six key aspects pertaining to the History and Geography curriculum implementation addressed are: (1) teachers' specialized knowledge in their field of instruction, (2) teachers' perceptions of the History and Geography curriculum, (3) the current status of History and Geography teaching assignments in schools, (4) the challenges faced by teachers, (5) factors that cause challenges for teachers, and (6) teachers' expectations for effective History and Geography curriculum implementation. Data were collected from June 24, 2024, to July 2, 2024, through an online survey conducted on the Google Forms, with responses from 2,619 history and geography teachers across eight provinces in Vietnam. The data were organized and coded to ensure security and ease of analysis. The insights drawn from this analysis provide a deep understanding of the difficulties and challenges faced by history and geography teachers, thereby helping to identify the necessary factors to enhance the quality of education in this subject. This dataset is constructed with reusability in mind for subsequent research, facilitating comparisons and evaluations of changes or impacts on education quality over time and across geographical locations. This data can be applied in developing new educational policies, improving teacher training programs, and supporting further research on effective teaching methods. Moreover, sharing this dataset opens up opportunities for collaboration between researchers and educational institutions, enabling the joint discovery of optimal solutions for teaching History and Geography in Vietnam and beyond. (c) 2024 The Author(s). Published by Elsevier Inc. This is an open access article under the CC BY-NC license ( http://creativecommons.org/licenses/by-nc/4.0/ )