Xây dựng kế hoạch bài dạy theo định hướng giáo dục nghề nghiệp tại các trung tâm giáo dục nghề nghiệp – giáo dục thường xuyên ở Hà Nội: Nhận thức, thực hành và điều kiện triển khai

Tóm tắt

In the context of competency-based education, strengthening the connection between classroom instruction, career orientation, and learner streaming, and translating the principles of career-oriented education into lesson-planning practices at Vocational Education and Continuing Education Centers has become increasingly important. This study examined educators’ awareness, levels of implementation, and factors associated with the development of career-oriented lesson plans at Vocational Education and Continuing Education Centers in Hanoi. A cross-sectional survey design was employed, primarily using quantitative data supplemented by open-ended responses. A total of 87 valid responses from educational managers, subject-team leaders, and teachers were included in the analysis. The findings indicated a relatively positive level of awareness (M = 3.78, SD = 0.96), whereas the level of implementation was significantly lower. The most notable limitations concerned assessment and instructional adjustment, the selection of occupational contexts, and the design of authentic learning tasks. Institutional support showed the strongest correlation with implementation (r = .608, p < .001) and emerged as a significant predictor in the regression model (β = .471, p = .001). These findings suggest that improvement efforts should not focus solely on raising awareness but should integrate the development of instructional design capacity with adequate learning resources, time allocation, professional support, and partnerships with external stakeholders. Future research should employ larger samples, incorporate direct analyses of lesson plans and classroom observations, and examine the effects of design- and practice-based professional development models.