Khám phá trải nghiệm học tập của sinh viên trong bối cảnh tự chủ đại học: Nghiên cứu trường hợp tại một trường đại học công lập ở thành phố Hồ Chí Minh

Tóm tắt

In the context of Vietnam's higher education gradually transitioning to an autonomous model, the quality of teaching has emerged as a top priority. Nevertheless, current surveys are predominantly administrative, paying limited attention to deeply exploring students' learning experiences through the lens of lecturer evaluations. This study investigates the learning experiences of students at a public university in Ho Chi Minh City, employing a combined approach of quantitative and qualitative methods. Utilizing a questionnaire with 11 indicators and open-ended interviews with 309 students, analyzed through thematic coding and Exploratory Factor Analysis (EFA) on SPSS, the research has illuminated four core aspects: teaching competence, teaching style, evaluation methods, and the supportive learning environment, while proposing a practical theoretical framework. This framework highlights the critical role of the supportive environment, aligning with Vietnam's autonomous context where infrastructure and administrative policies play significant roles. The study recommends that universities invest in improving infrastructure, optimize administrative management to enhance learning experiences, and expand research to other contexts to validate the framework's broader applicability.