Đề xuất khung năng lực số cho cán bộ quản lí và ban đại diện cha mẹ học sinh trong phối hợp quản lí trường phổ thông

Tóm tắt

In the context where digital transformation is driving the need for more transparent, interactive, and co-constructed school governance between educational institutions and parents, the identification of digital comanagement competencies among stakeholders has become essential. The article focuses on proposing a Digital Co-Management Competency Framework for school administrators and Parent Representative Boards in the collaborative governance of general education schools in Vietnam. Building upon theoretical foundations from international frameworks such as DigCompEdu, UNESCO, and ISTE, and considering the national context of digital transformation in education, this study employs a combination of document analysis, expert consultation, and in-depth interviews to construct and validate the proposed framework. The findings indicate that the digital competency framework comprises four domains, twelve criteria, and twentyfour behavioral indicators, reflecting the integration of technological competence and collaborative capacity within the digital environment. The framework was evaluated as highly appropriate (M = 4.28/5) and practically feasible. Importantly, it extends the conceptualization of digital competence beyond the individual level toward a collective and co-operative dimension, providing a scientific foundation for training, assessment, and development of digital co-management competencies in the governance of Vietnam’s general education system.