Petrovietnam’s STEM Innovation program builds a nationwide ecosystem equipping students and teachers with skills and opportunities to drive Vietnam’s innovation.

The STEM Innovation Petrovietnam
program, launched by the Vietnam Oil and Gas Group (Petrovietnam), goes far
beyond equipping schools with modern facilities. It is being positioned as an
investment in Vietnam’s “knowledge infrastructure,” supporting the development
of a science- and technology-skilled workforce and nurturing a new generation
of energy-literate citizens.

At the seminar “STEM
Innovation Petrovietnam – Realizing the Spirit of Resolution No. 57,” held on the morning of December 7 by New Energy Magazine,
National Assembly deputies, experts, and educators examined the strategic value
of the initiative.

From policy to a gift for the next generation

Vietnam is pursuing
major breakthroughs in science and technology under Resolution No. 57-NQ/TW and
driving fundamental reforms in education and training under Resolution No.
71-NQ/TW. In this context, STEM education is becoming a crucial bridge linking knowledge,
technology, innovation, and cooperation between schools, businesses, and
society.

Inspired by the
vision of General Secretary To Lam, Petrovietnam launched the “STEM Innovation
Petrovietnam” program during the Group’s 50th anniversary celebration in
September 2025. The initiative aims to build 100 internationally standardized
STEM laboratories across 34 provinces and cities, making it the largest education
project ever initiated by a Vietnamese enterprise. Its goal: contributing to a
future science and technology workforce and cultivating a generation of
citizens equipped to engage with the energy sector.

As the program’s
first phase is rolled out in coordination with the Ministry of Education and
Training, STEM specialists, local administrations, and participating schools,
all 100 laboratories have now been surveyed and are being installed.

What distinguishes
this program is not the hardware, but the philosophy behind it. Petrovietnam
aims to build an entire “STEM ecosystem”: international-standard equipment,
teacher training under a Master Trainer model, global linkages, and
opportunities for students to access international innovation platforms. The
ambition is to expand to 10,000 schools by 2035-2045.

This is why the
program is named STEM Innovation Petrovietnam, rather than simply “STEM
rooms.” It is being framed as a national-level educational gift with long-term
significance.

Why STEM – and why innovation

Explaining the
rationale behind the program, STEM expert Do Hoang Son recalled that Vietnam
formally introduced STEM education into the national curriculum in 2018, an important
milestone in the country’s education reform. Under the curriculum, STEM is
defined by three characteristics: integration across science, technology,
engineering, and mathematics; learning through hands-on experience; and strong
relevance to real-world contexts.

He also detailed how
the name and concept of the 100-lab system was formed. During consultations
with Hanoi-Amsterdam High School for the Gifted – the first school to receive a STEM
room presented by General Secretary To Lam – the working group sought to create a
space whose purpose and educational value were immediately clear and could
generate long-term impact.

The chosen name
reflects Petrovietnam’s commitment to implementing national resolutions on
science, technology, and education, while demonstrating the Group’s sense of
social responsibility. Echoing this view, National Assembly Deputy Ha Anh
Phuong described the initiative as “highly meaningful” and urged its expansion.

“As a teacher who
once worked in mountainous areas, I saw firsthand how few opportunities
students had to access modern laboratories,” she said. “The STEM Innovation
Petrovietnam program helps narrow regional disparities. It shows Petrovietnam’s
long-term vision in developing human resources.”

From classrooms to global stages

Among the seminar’s
highlights was a set of concrete examples showing how the program is shifting
classroom culture, most notably at Cau Giay Secondary School in Hanoi.

Teacher Nguyen Thi
Nhan described the program as a “turning point” for both teachers and students,
noting that the new laboratory has encouraged teachers to move beyond
traditional lectures and explore more innovative methods. Students, meanwhile,
have gained access to robotics and artificial intelligence (AI) tools, enabling
them to build robots and compete at regional and international events.

The school has since
fostered a vibrant robotics culture with multiple teams preparing for
competitions. Students now follow competition-standard processes, maintain
technical handbooks, and develop skills nurtured only in high-quality, hands-on
environments.

Deputy Ha Anh
Phuong, who mentors students on STEM projects, emphasized that STEM education
is foundational to building a future workforce capable of participating in the
digital economy. “Students do not just learn individual subjects. They apply
interdisciplinary knowledge to solve problems and create tangible solutions,”
she said.

Beyond sponsorship: building an ecosystem

Experts at the
seminar highlighted the growing role of businesses in national education
policy, especially as Vietnam accelerates digital transformation. According to
expert Do Hoang Son, STEM education currently operates on three levels: mass
integration in the curriculum; advanced and vocational-oriented clubs; and
high-level “innovation” pathways where students engage in major national and
international competitions.

The STEM Innovation
Petrovietnam model supports all three levels, he noted. Deputy Ha Anh Phuong
added that STEM education is also essential for narrowing regional gaps by
giving disadvantaged students equal access to future jobs.

To ensure quality,
speakers stressed the need for mechanisms to encourage long-term business
participation, transparent public-private partnerships, and a strong focus on
teacher capability, particularly through the Master Trainer approach.

Reaching for global standards

Reflecting on
implementation at Cau Giay Secondary School, teacher Nguyen Thi Nhan said the
program has given the school a clear roadmap and measurable results. She
highlighted three essential factors: strategic direction from school
leadership; a motivated, well-trained teaching staff; and enthusiastic,
creative students.

With access to an
international-standard lab, students have shed earlier limitations and are now
able to learn, collaborate, and compete according to global benchmarks.

Deputy Ha Anh Phuong
noted that through STEM-based learning, both teachers and students learn to
follow international research processes, academic standards, and teamwork norms – essential for
competitions such as NASA events, ISEF, and FIRST Robotics. This, she said,
contributes to raising the profile of Vietnamese education on the world stage.

Ultimately, the
significance of STEM Innovation Petrovietnam lies not in ceremonies or
numerical targets, but in its connective role: linking national resolutions
with practical action; bridging schools and businesses; reducing gaps between
urban and disadvantaged regions; and opening pathways from classroom learning
to global innovation arenas.

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