Hoạt động dạy học theo định hướng giáo dục thông minh ở các trường trung học phổ thông: Nghiên cứu tại Thành phố Hồ Chí Minh

Tóm tắt

In the context of national digital transformation and the profound impact of the Fourth Industrial Revolution, smart education has become an inevitable development direction aimed at improving the quality, efficiency, and personalization of teaching and learning. However, the implementation of smart education in high schools still faces numerous challenges related to awareness, implementation conditions, and the competence of educational staff. This study surveyed 1,227 participants (224 administrators and 1,003 teachers) from 19 high schools in Ho Chi Minh City, focusing on analyzing their perceptions and the level of implementation of key components of smart education-oriented teaching: objectives, content, teaching methods, organizational forms, assessment, and learning environment. The results indicate that both administrators and teachers generally hold positive perceptions of smart education, with all components rated at a fairly high level. However, discrepancies between the evaluations of the two groups reveal barriers such as insufficient technological infrastructure, limited digital competence, and the pressure of lesson preparation time. The study provides
practical evidence for developing solutions to enhance the effectiveness of smart education implementation and suggests further research directions to support sustainable digital transformation in general education.