Quản lí hoạt động dạy học tiếng Nhật theo tiếp cận năng lực trong giáo dục đại học: Tổng quan tích hợp và khoảng trống nghiên cứu
Tóm tắt
Competency-based education (CBE) has gained momentum as a reform paradigm in higher education worldwide, yet its adoption in Japanese language programs at Vietnamese universities remains fragmented. Through an integrative review of 52 domestic and international publications (2001–2025) organized around competency frameworks and standardization, Japanese language teaching activities, and the management of those activities, this study finds that Japan, the Republic of Korea, and the European Union have built relatively coherent management arrangements anchored in recognized frameworks such as the CEFR, CEFR-J, and JF Standard, whereas many Vietnamese institutions still rely predominantly on the JLPT under largely administrative structures. Five critical gaps are identified: the absence of a localized Japanese competency framework, insufficient evidence-based assessment instruments, limited faculty and managerial capacity, the lack of a systematic management model, and weak alignment between training and labor-market demands. These findings offer a scholarly foundation for designing context-sensitive management models for Japanese language instruction in Vietnamese higher education.
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