Background/Purpose: While Neo-Confucianism has been widely studied as a philosophical and political tradition, its educational implications in Vietnamese history remain underexplored. This study examines the pedagogical legacy of Lê Quý Ðôn, an 18th-century Vietnamese scholar, with a focus on how his writings and institutional roles reflect Confucian educational principles. The research aims to bridge the gap between historical scholarship and educational theory by analyzing the transmission of moral and civic values through Confucian pedagogy. Materials/methods: The study adopts a qualitative and interpretive approach using document analysis. Primary sources include Lê Quý Ðôn's philosophical texts and historical records from the Qu?c T? Giám. The data were analyzed thematically through the lens of moral development theory, citizenship education, and Confucian pedagogy. Coding procedures and interpretive synthesis were employed to identify educational patterns and implicit curricular values. Results: The findings reveal that Lê Quý Ðôn promoted a model of education centered on ethical self-cultivation, scholarly discipline, and meritocratic advancement. His writings emphasize the role of education in shaping moral character and civic responsibility. The study identifies key pedagogical elements such as hierarchical learning, values-based instruction, and curriculum leadership embedded in his work and practice. Conclusion: Lê Quý Ðôn's educational philosophy offers a localized framework for understanding Confucian pedagogy in Vietnamese history. His integration of moral education and institutional reform provides valuable insights for contemporary discussions on character education and educational leadership. Future research may explore comparative studies with other East Asian educators or apply his principles to modern citizenship curricula.