Giáo dục quyền công dân số tại Việt Nam: Thực tế và kì vọng từ góc nhìn của giáo viên

Tóm tắt

In the context of the Fourth Industrial Revolution and digital transformation reshaping the ways people learn, work, and interact, digital citizenship has become an essential competency for 21st-century education. This study explores Vietnamese teachers’ perspectives on the implementation of Digital Citizenship Education (DCE) in primary and secondary schools. Data were collected through focus group discussions with 45 teachers from diverse regions and school types across Vietnam. The findings reveal that DCE is currently integrated in a fragmented and inconsistent manner, lacking a unified curriculum framework and adequate infrastructure, while a substantial gap persists between teachers’ awareness and classroom practices. Teachers proposed several context-sensitive solutions, including the flexible integration of DCE into existing subjects, modular and practice-oriented professional development programs, the development of localized teaching materials reflecting the Vietnamese context, and the engagement of parents and communities in fostering responsible digital behavior. These findings highlight the localized nature of the challenges facing DCE implementation in Vietnam, while contributing to the global discourse on promoting sustainable and culturally responsive approaches to DCE in schools.