Over the past five years, the Library Quality Improvement Program (2021–2025) has established more than 2,100 friendly libraries across 14 provinces and cities, including Gia Lai, reaching over 3.28 million students. The initiative has also trained thousands of educators and library staff, while gradually standardizing school library systems.
Schools have introduced diverse library models such as open libraries and Room to Read spaces, alongside innovations including digital catalogues, classroom bookcases, and open reading areas. These efforts aim to bring books closer to students and make reading more accessible.
In classrooms, some teachers have integrated reading into lessons through storytelling, discussions, and reading corners. Nguyen Thi Thuy Dung, a teacher at My Thang Lower Secondary School, said students are encouraged to read materials related to lessons before and after class, then apply their knowledge in discussions. However, she noted that while open environments improve engagement, developing self-motivated reading habits takes time.
At the high school level, teachers are also promoting deeper engagement by assigning reflections and presentations based on reading materials. These approaches aim to shift students from passive learning to active inquiry.
National initiatives such as Vietnam Book and Reading Culture Day on April 21, along with book fairs and school book clubs, have helped promote reading. Nevertheless, regular, voluntary reading among students remains low.
Many students still read primarily for academic purposes. Bui Bao Han, a student at An Lao High School, said she mainly reads when required for study and often relies on online materials instead of books. This reflects a broader trend, where digital summaries are replacing comprehensive reading, limiting the development of in-depth and systematic reading habits.
Educators say the issue is no longer access to books, but motivation to read. Teachers emphasize the importance of linking reading with interactive activities such as storytelling, drawing, and role-playing to make the experience more engaging. Mac Huong Thao, a primary school teacher, said such approaches help students gradually develop genuine interest in reading.
School leaders also point to structural challenges. Tran Ngoc Tuan, principal of An My Lower Secondary School, said that while students show some interest, motivation often depends on individual initiative, especially in disadvantaged areas where access to books at home is limited.
Library staff note that consistency is critical. Nguyen Quang Trung, a school librarian, said sporadic activities are insufficient to build lasting habits, and reading preferences tend to shift toward academic materials as students grow older.
Some educators are addressing this by fostering reading habits directly in classrooms and leading by example. Duong Thanh Bang, an award-winning teacher, said maintaining a friendly reading environment, selecting age-appropriate books, and organizing interactive activities can help students engage more naturally with reading.
Despite these efforts, reading culture in schools often remains campaign-driven rather than sustainable. Experts agree that cultivating long-term reading habits will require not only continued investment in infrastructure, but also stronger emphasis on teacher role models and sustained motivation strategies.