Từ ứng dụng công nghệ đến thiết kế hệ sinh thái dạy học kết hợp: Yêu cầu năng lực mới đối với giảng viên đại học trong kỷ nguyên số

Tóm tắt

Digital transformation in higher education is changing the nature of blended learning, shifting it from the mere addition of technology to traditional classrooms toward the design of an integrated, data-informed, and personalized learning ecosystem. This paper analyzes the changing competence requirements for university lecturers in this context through a structured narrative literature review combined with descriptive analysis. The study focuses on three main issues: distinguishing emergency remote teaching from intentionally designed blended learning; identifying lecturers’ competence requirements associated with major blended learning models; and proposing a competence structure for university lecturers in the digital era. The findings indicate that blended teaching competence is not limited to technological skills. Rather, it is a complex professional competence comprising digital pedagogical design and learning resource development; facilitation of interaction across multiple learning environments; digital assessment and feedback; learning data management and personalized support; and continuous professional development and adaptability to innovation. The study is significant in providing a reference framework for Vietnamese higher education institutions to design faculty development programs, develop competence assessment tools, and formulate support policies for blended teaching. The paper recommends that future research should empirically validate the proposed framework, develop measurement scales, define proficiency levels, and design professional development models suited to specific institutional contexts, disciplines, and conditions of digital transformation.