Vai trò của trải nghiệm học tập tích cực với sự sẵn sàng nghề nghiệp: Góc nhìn từ sinh viên kĩ thuật và công nghệ tại Việt Nam

Tóm tắt

Active Learning is considered a promising pedagogical approach in engineering and technology higher education; however, qualitative studies examining students’ perceptions of career readiness through active learning in Vietnam remain scarce. This study employed semi-structured interviews with 14 engineering and technology students across six universities in Vietnam, with data analyzed using Thematic Analysis (Braun & Clarke, 2006) supported by MAXQDA software. The findings reveal five interconnected themes: communication and presentation skills showed the most significant improvement through active learning; Project-Based Learning (PBL) emerged as the most effective active learning format; students lacked structured opportunities for reflection within their curricula; instructor quality served as the central mediating factor; and the gap between academic preparation and industry expectations remained pronounced. This study contributes a qualitative perspective that has been largely absent from the active learning literature in Vietnamese higher education, providing empirical grounding for instructors, institutions, and policymakers engaged in undergraduate curriculum reform. Future research directions include large-scale quantitative studies with more representative samples and the development of a career readiness framework contextually appropriate for Vietnam.