Xây dựng khung năng lực giải quyết vấn đề trong lập trình cho sinh viên ngành Công nghệ thông tin tại Việt Nam: Một tiếp cận tích hợp đa lí thuyết
Tóm tắt
Programming problem-solving competence is recognized as a core competency for Information Technology students in the digital era. However, the lack of a systematic framework integrating international theories with the Vietnamese higher education context has hindered the identification of learning outcomes and the development of comprehensive assessment instruments. This study employs a theoretical research methodology and document analysis following a four-step procedure, adopting an integrative approach drawing on eight theoretical foundations to capture the multidimensional nature of Programming problem-solving competence. The study proposes a framework comprising five key components: (1) problem analysis and understanding; (2) algorithmic solution design; (3) program implementation; (4) testing and debugging; and (5) evaluation and optimization. The framework is operationalized into 20 criteria across four developmental levels, aligned with the Vietnamese Qualifications Framework and the cultural characteristics of Vietnamese education. These findings contribute to the theoretical advancement of IT education and provide a solid foundation for curriculum design and competency-based assessment. Future research can focus on developing detailed rubrics and validating the framework through empirical studies.
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