Mô hình dạy học trong giáo dục đại học: Tổng quan lí luận và hàm ý đối với Việt Nam

Tóm tắt

In the context of higher education reform and digital transformation, examining teaching models is essential for informing instructional innovation in Vietnamese universities. This paper employs a literature review approach to synthesize the theoretical foundations of teaching models in higher education and derive implications for the Vietnamese context. The reviewed sources include peer-reviewed journal articles, academic books, and national and international policy documents related to higher education teaching models. The literature was selected based on topical relevance, academic quality, and full-text accessibility. The 27 selected documents were analyzed through thematic coding and qualitative content synthesis. The review identifies several teaching models frequently discussed in the literature, including traditional teaching, blended learning, flipped classroom, project-based learning, and problem-based learning. The findings also indicate a shift from knowledge transmission toward learner-centered approaches, greater integration of digital technologies, and competency-based education. Based on the synthesized evidence, the paper discusses key conditions and challenges associated with implementing these teaching models in Vietnamese higher education. It further proposes implications for enhancing digital pedagogical competencies of faculty members, strengthening technological infrastructure, developing digital learning resources, and reforming assessment practices to align with competency-based education.