Tạp chí Giáo dục

Chương trình khung giáo dục mầm non của một số quốc gia và khuyến nghị cho Việt Nam

2026-03-02T15:02:32+07:00

The Early Childhood Curriculum Framework serves as a cornerstone in ensuring coherence, quality, and international integration in Vietnam’s early childhood education system. This paper analyzes and compares representative Early Childhood Curriculum Frameworks from Japan, Australia, Singapore, New Zealand, the United States, and the European Union with that of Vietnam, aiming to identify global trends in curriculum development and derive implications for improving Vietnam’s framework. The findings highlight shared global orientations toward holistic child development, child-centered approaches, learning through playing, respect for cultural diversity, promotion of bilingual and multicultural education, and enhanced institutional autonomy. Vietnam has embraced many of these values; however, the level of openness and autonomy in curriculum implementation remains limited. Accordingly, the authors propose the following directions for renewing Vietnam’s Early Childhood Curriculum Framework. These orientations contribute to refining Vietnam’s Early Childhood Curriculum Framework toward openness, flexibility, quality assurance, and alignment with the goals of education reform and international integration.

Nghiên cứu đề xuất một số mô hình thực hành tổ chức hoạt động giáo dục STEAM nhằm phát triển năng lực nghề nghiệp cho sinh viên ngành giáo dục mầm non

2026-03-02T15:06:14+07:00

In the context of educational reform, students majoring in Early Childhood Education are required not only to possess professional knowledge but also to develop essential professional competencies such as activity organization, problem-solving, creativity, communication, and adaptability to practical contexts. Practicing the organization of STEAM educational activities both in the classroom and at preschools plays a vital role in helping students bridge the gap between theory and practice, thereby gradually meeting current professional demands. This article analyzes the theoretical foundations of organizing STEAM activities in the training of Early Childhood Education students and proposes several practice models and recommendations aimed at enhancing the effectiveness of practicum activities at teacher training institutions. These proposals contribute to enriching and clarifying the theoretical framework, serving as a basis for adjusting practicum content, and orienting improvements in the quality of preschool teacher training in the current context of educational reform.

Phát triển năng lực số của sinh viên ngành giáo dục mầm non: một nghiên cứu tổng quan

2026-03-02T15:10:33+07:00

In the context of rapid digital transformation in education, the development of digital competence for Early Childhood Education (ECE) students has become increasingly essential to meet learning outcomes and enhance the quality of teacher training. This paper reviews national and international studies on students’ digital competence, with a particular focus on ECE students, in order to identify key research trends, major findings, and existing research gaps. The results indicate that most current studies primarily emphasize awareness and technology application skills, while models for digital competence development, experimental activities, and evaluations of implementation effectiveness remain relatively limited. These findings provide a basis for proposing future research directions, highlighting the need to develop digital competence models that are aligned with the specific characteristics of early childhood teacher education and the ongoing requirements of educational innovation and digital transformation.

Quy trình hướng dẫn sinh viên ngành giáo dục mầm non thiết kế hoạt động khám phá khoa học cho trẻ mẫu giáo 5–6 tuổi theo tiếp cận trải nghiệm

2026-03-02T15:16:26+07:00

Designing scientific exploration activities based on experiential approaches is an important requirement in preschool teacher training; however, many students still struggle with selecting topics, organizing activities, and connecting theory with practice. From these shortcomings, the research was conducted to develop a suitable guidance process, contributing to enhancing the design competency of scientific activities for students in the preschool education field. Many students encounter obstacles in nearly all steps of the scientific exploration activity, from topic selection, process construction to experience organization. Based on that, the research proposes a flexible process, from identifying topics, building experiences to organizing, evaluating, and adjusting activities. The trial implementation shows that the process helps students significantly improve their design and organization skills, foster creative thinking, and problem-solving abilities. The research provides a scientific and practical basis for innovating preschool teacher training towards experiential orientation, while also opening up directions for further research on large-scale testing and expanding the process for different preschool age groups.

Đề xuất biện pháp phát triển năng lực số cho sinh viên ngành giáo dục mầm non

2026-03-03T13:35:09+07:00

In the context of comprehensive digital transformation profoundly impacting education, developing digital competence among early childhood education (ECE) students has become a crucial requirement to meet professional standards for preschool teachers and to enhance the quality of teacher education. This paper clarifies the theoretical foundations and specific requirements of digital competence for ECE students in alignment with current professional standards for preschool teachers. Based on the analysis, five groups of management measures are proposed to promote and enhance digital competence among ECE students: (1) creating a digital environment and technological ecosystem to enable comprehensive student engagement; (2) reviewing, designing, and updating curricula to integrate and foster digital competence; (3) enhancing digital pedagogical competence among ECE faculty; (4) developing coherent management mechanisms supported by adequate infrastructure and support systems; and (5) conducting regular evaluation and continuous improvement of the implemented measures. These strategies aim to establish a modern teacher education environment, support students in developing comprehensive and sustainable digital competence, and enable effective adaptation to the demands of the digital era.

Một số biện pháp sử dụng phương pháp tình huống trong dạy học học phần “Giáo dục học mầm non” cho sinh viên ngành giáo dục mầm non

2026-03-03T13:38:53+07:00

In the context of fundamental and comprehensive educational and training reforms oriented towards developing learners' competencies, the innovation of teaching methods in early childhood education teacher training has become an urgent requirement. Case-based teaching is considered one of the active teaching methods capable of connecting theory with professional practice, contributing to the development of pedagogical competence for students. This research proposes several measures to utilize case-based teaching in the Early Childhood Education course to improve the effectiveness of early childhood education teacher training. Through this, the research contributes to clarifying the role of case-based teaching in forming and developing the ability to apply pedagogical knowledge to practice for students majoring in Early Childhood Education. The proposed measures are not only theoretically significant but also feasible and appropriate to the specific characteristics of the course and the target learners.

Đề xuất khung kĩ năng học tập của học sinh tiểu học trong bối cảnh chuyển đổi số

2026-03-10T03:10:06+07:00

Digital transformation is profoundly reshaping teaching-learning, school management, and assessment in primary education. Theoretical and empirical studies indicate that cultivating study skills at the primary level yields positive effects—enhancing learning efficiency, fostering holistic development, and contributing to the formation of lifelong self-directed learning competence. Therefore, it is necessary to conduct research to systematize and update a study-skills framework for primary school students aligned with today’s digital context. Based on the systematization of core concepts; an analysis of foundational theoretical approaches; the developmental characteristics of primary school students; the context of digital transformation; and the requirements of the 2018 General Education Curriculum as well as the primary-level digital competence framework, this paper identifies a system of learning skills for primary students in the digital transformation context comprising two groups: (1) core skills for addressing learning tasks and (2) supporting/coordinating skills. The proposed skills framework clarifies the scope and components of study skills in digital contexts and points to directions for developing behavioral indicators, measurement scales, and assessment tools for primary students’ study skills. These directions aim to support instructional innovation, advance assessment for student progress, and contribute to the development of learners’ lifelong self-learning competence.

Định hướng giáo dục các giá trị nhân cách cốt lõi cho học sinh, sinh viên trong thời đại số

2026-03-10T03:23:47+07:00

The development and application of digital technology is currently one of the top priorities for any country. Applying digital technology in the education system has a positive impact on all stakeholders in education. This article uses analysis, synthesis, and generalization methods in researching related issues. Using qualitative analysis, the study explores the unique characteristics of pupils and students. Values such as honesty, responsibility, compassion, respect, critical thinking, creativity, and professional ethics are essential for pupils and students to not only excel academically but also build a strong character in a constantly changing society. The challenges in character education for pupils and students in Vietnam today are discussed, along with proposed solutions such as updating curricula, enhancing digital skills education, creating a positive school environment, and encouraging the participation of families and society. This contributes significantly to the ongoing improvement of character education effectiveness for pupils and students in the digital age.

Đề xuất nội dung quản lí hoạt động tự đánh giá trong kiểm định chất lượng giáo dục ở trường phổ thông theo mô hình PDCA

2026-03-10T03:27:34+07:00

In the context of educational reform and international integration, educational quality accreditation has increasingly become an effective management tool to ensure and enhance the quality of education in general education institutions. Self-evaluation is a critical initial step in the accreditation process, enabling schools to identify their current status and develop appropriate improvement plans. However, the implementation of self-evaluation activities still faces many limitations due to inconsistencies in management and the limited capacity of staff involved. Based on theoretical research, this article proposes management contents for selfevaluation activities in educational quality accreditation at general education schools based on the PDCA model (Plan - Do - Check - Act). The PDCA model is applied as a continuous improvement cycle to organize selfevaluation activities in a systematic, scientific, and effective manner. The article presents specific management strategies for each step of the PDCA cycle, thereby contributing to the improvement of self-evaluation outcomes and the development of practical, feasible, and sustainable educational quality improvement plans.

Định kiến giới trong lĩnh vực STEM: các bằng chứng từ nghiên cứu đã công bố ở Trung Quốc và Nhật Bản

2026-03-10T03:30:19+07:00

A growing body of international research has examined gender participation in STEM fields, indicating that learning processes, academic performance, and career choices are influenced by multiple factors, notably gender stereotypes, gender bias, and attitudes toward gender equality. This article conducts a selective review of empirical studies from several Asian countries with socio-cultural contexts similar to Vietnam to analyze the impact of gender bias in STEM more deeply. The findings reveal persistent disparities between men and women in accessing and pursuing STEM pathways. Gender bias, shaped by family, school, community norms, and individual perceptions, negatively affects learners’ performance, confidence, career orientation, and development opportunities, with women disproportionately disadvantaged. Synthesizing these findings helps identify hidden barriers, research gaps, and policy implications. The conclusions offer valuable reference points for Vietnam and other Asian countries in designing strategies to eliminate gender bias in STEM education, thereby promoting gender equality and strengthening the scientific-technological workforce required for the knowledge economy and digital transformation.

Thể chế hóa mô hình hỗ trợ đa tầng trong quản trị nguồn lực y tế học đường tại các trường phổ thông theo định hướng chính quyền hai cấp

2026-03-10T03:32:34+07:00

The transition to a two-level local government model in Vietnam necessitates a restructuring of coordination mechanisms in school health resource governance, particularly in response to the escalating prevalence of student mental health issues. This study employs policy analysis and system modeling to construct a framework for the institutionalization of the MultiTiered Systems of Support within school health resource governance at general schools. Findings indicate that the elimination of the intermediate District level facilitates the establishment of a horizontal coordination mechanism between schools and local health stations, operating under the direct supervision of the Ward/Commune People's Committee. The proposed model clearly delineates responsibilities: schools assume the preventive tier, while local health authorities manage intensive interventions at the targeted and intensive tiers, financed through a public service commissioning mechanism. This institutionalization framework reduces administrative latency, enhances the transparency of resource allocation, and ensures stakeholder accountability, thereby fostering a flexible, effective, and datadriven school social safety network.

Phân tích đặc điểm phân bố vị trí các trường đại học tại Hoa Kỳ và một số khuyến nghị

2026-03-10T03:35:06+07:00

The distribution of universities depends on many factors and has an important impact on student training and socio-economic development of each country and each locality. This study analyzes the distribution of university locations in the United States and in Washington, D.C., and the factors that shape the distribution of university locations in the United States. Washington, D.C.'s planning strategy aimsto optimize social benefits, higher education, and local economic development. From there, the article proposes recommendations for Vietnam in promoting local decentralization in planning and investment in higher education, developing plans for redistribution and rearrangement of university locations to promote initiative and suit the development characteristics of each region, and improve efficiency and convenience in public transportation in the context of increasing pressure due to the increase in inner-city students. The distribution of university areas needs to be even across the country, focusing on welfare, living environment and public transport to create a positive and convenient learning and working space for students and lecturers.

Giáo dục liên văn hóa ở Australia và kinh nghiệm cho Việt Nam

2026-03-10T03:44:52+07:00

Intercultural education has emerged as a current international education trend. Understanding how countries around the world have conducted intercultural education is considered a valuable information channel for strategic research and practical implementation in Vietnam. To conduct this study, qualitative methods were used to analyze, synthesize, compare and evaluate the literature on intercultural education in Australia. The study found that intercultural education in Australia is still ongoing, besides the advantages, there are still many challenges in the implementation process. The careful study of what is happening in intercultural education in Australia is considered a useful experience for our country from developing strategies and policies to implementing when applying intercultural education in practice.

Một số đề xuất về việc thực hiện xóa mù chữ chức năng cho người lớn ở Việt Nam

2026-03-10T03:47:56+07:00

In the current era of integration and science and technology, functional literacy is an extremely important and necessary factor in ensuring social integration and equality, towards sustainable socio-economic development for everyone. Modern society is changing every day, requiring each person to continuously learn, regularly update knowledge, practice life skills and labor skills. However, in Vietnam today, functional literacy is being integrated into new literacy programs, training topics for adults without a separate program. The development of functional literacy policies and programs needs to be researched and developed in accordance with the context of Vietnam and implemented consistently. The article presents some concepts of functional literacy and the importance of functional literacy for lifelong learning and adult livelihoods, summarizes the current situation of functional literacy for adults in Vietnam, and then proposes some proposals for implementing functional literacy for adults in Vietnam. The proposed content addresses issues such as policies, programs, content, methods, materials, teachers, monitoring, evaluation, financial resources and coordination mechanisms.

Kinh nghiệm quốc tế về mô hình phối hợp liên ngành trong chăm sóc sức khỏe tâm thần tại cộng đồng

2026-03-10T04:03:00+07:00

Currently, mental health is regarded as a factor that has a significant influence on sustainable development, and many countries have successfully implemented interdisciplinary collaboration models in community-based mental health care. This article synthesizes and analyzes representative experiences from countries such as the United Kingdom, Australia, Canada, and Hong Kong, with the aim of clarifying system structures, operational mechanisms, and the roles of key stakeholders involved in service delivery. The findings indicate that these models emphasize the centrality of service users and close collaboration among the health, psychology, education, social work, justice, and community sectors. Key enabling conditions for effective implementation include a clear legal framework, efficient informationsharing, interdisciplinary training for the workforce, and the active engagement of local authorities. Drawing on international experiences, the article proposes several lessons for Viet Nam: developing policies that support interdisciplinary collaboration, strengthening social work education and training in mental health, increasing resources for community systems, and establishing sustainable cross-sector coordination mechanisms. This approach is a feasible pathway to improving the effectiveness of mental health care in the context of ongoing social transformation.

Phát triển năng lực giáo viên Trường Bồi dưỡng Cán bộ Giáo dục Hà Nội trong bối cảnh thực hiện Chương trình Giáo dục phổ thông 2018

2026-03-10T04:09:38+07:00

In the context of implementing the 2018 General Education Program, which focuses on developing students' qualities and competencies, the need to develop teachers' competencies at educational training institutions is becoming increasingly urgent. Based on a survey of 54 teachers and staff, combining questionnaires, interviews, and practical observation methods, this study identifies achievements while clarifying limitations and their causes in the school's teacher competency development efforts. From this, the article proposes a system of measures to develop teachers' competencies at the Hanoi Training School for Educational Officers, aiming to meet the requirements of competency-based teaching and learning, thereby contributing to improving the quality of teacher and educational management staff training in the current period.

Bồi dưỡng giảng viên trường cao đẳng theo tiếp cận mô hình TPACK

2026-03-10T04:19:55+07:00

TPACK (Technological Pedagogical Content Knowledge) is an integrated knowledge framework formed at the intersection of content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK). It reflects lecturers’ competence to select and apply technologies that align with subject matter and pedagogical approaches to enhance learning effectiveness. In the context of rapid digital transformation in education, developing lecturers’ TPACK competencies - especially in colleges - has become essential. This study analyzes TPACK-based professional development approaches for college lecturers, including a five-stage TPACK development process and three TPACK development pathways. Based on this analysis, the study proposes a training program design oriented toward learning by design, connected to teaching practice, and focused on improving lecturers’ awareness of and ability to apply TPACK.

Tổng quan nghiên cứu về phát triển đội ngũ giảng viên theo định hướng đại học nghiên cứu.

2026-03-15T10:29:19+07:00

In the context of globalization and digital transformation, the researchoriented university model has become a dominant trend in higher education. In Vietnam, this orientation is affirmed in the Party’s and the Government’s policy documents, with Vietnam National University, Hanoi (VNU) assigned a pioneering role and expected to become a leading research and innovation university in the region by 2045. The faculty plays a strategic role in determining VNU’s educational quality, research capacity, and academic reputation. A review of existing studies reveals that the theoretical foundations of faculty development remain general; international approaches to research universities have not been sufficiently adapted to the Vietnamese context; and studies conducted at VNU have yet to provide a comprehensive view of the faculty development cycle or fully analyze the competency requirements in the era of digital transformation. Accordingly, the paper identifies research gaps and proposes directions for enhancing faculty development aligned with the research university model at VNU.

Tổng quan chính sách về trí tuệ nhân tạo trong giáo dục và một số khuyến nghị đối với Việt Nam

2026-03-15T10:33:45+07:00

In the context of the global economy, integration and the fourth industrial revolution, the remarkable development of Artificial Intelligence (AI) affirms its leading position in society as a pivotal and revolutionary technology in the 21st century. In an era where AI, and especially GenAI tools, are an indispensable part of all fields, including the education system, the development of comprehensive and ethical AI education policies is significant. The article explores the development and the role of AI policy in the application of GenAI tools in society, an overview of AI policies in education in countries, and the latest UNESCO guidelines on AI in education and research. Practical suggestions on how to mitigate concerns and detailed approaches to drafting AI education policies to ensure the responsible and effective use of GenAI for students’ learning are also analyzed in detail, providing useful information for Vietnam in the process of building AI policies in education.

Hướng tiếp cận đa giác quan trong dạy học ngôn ngữ và khả năng vận dụng vào rèn kĩ năng viết văn miêu tả trong môn Tiếng Việt cho học sinh tiểu học

2026-03-15T10:39:18+07:00

The multisensory approach has become a direction that brings positive effects in international teaching, but it has not been given the proper attention in the country. Through theoretical experiments that serve as a premise, the article proposes initial insights into the applicability of the multisensory approach in training descriptive writing skills for primary school students in key aspects: the suitability of the multisensory approach with the psychological and cognitive characteristics of elementary school students; the specificity of descriptive writing linked to multisensory experiences; the ability to diversify methods and forms of learning descriptive writing; the suitability with practical conditions for training language skills and modern teaching trends; the multisensory approach can be monitored and evaluated clearly when applied in the process of practicing descriptive writing skills.

Thiết kế và ứng dụng công nghệ thực tế ảo tăng cường (AR) trong dạy học đọc hiểu văn bản thông tin cho học sinh lớp 4

2026-03-16T03:26:16+07:00

Among these influences, augmented reality (AR) technology possesses outstanding potential for development in teaching. It not only creates a rich and diverse learning environment that connects theory with hands-on experience but also promotes the development of students' thinking, creativity, and imagination in the process of acquiring knowledge. This study focuses on proposing a process for designing and applying augmented reality (AR) technology in teaching reading comprehension of informational texts. From there, it outlines and analyzes in detail the impact of AR application on teaching reading comprehension of informational texts to primary school students. This proposal also supports primary school teachers in applying augmented reality (AR) technology in teaching the Vietnamese language subject. The research results also contribute to enriching teaching methods for the Vietnamese language, creating favorable conditions for students to easily relate and apply the knowledge and skills they have learned to real-life situations.

Giáo dục văn hóa dân gian cho thiếu nhi thông qua ứng dụng phương pháp chuyển thể truyện cổ dân gian thành phim hoạt hình.

2026-03-16T03:30:30+07:00

In the context of rapid technological development, children are increasingly less exposed to folk tales through traditional book reading, posing challenges to the preservation and transmission of cultural values. Animated films, with the support of vivid images and sound, are considered an effective means to help children engage with folk tales in a more appealing way. This study indicates that animated films can enhance children’s ability to absorb and retain folk tale content while stimulating imagination, developing multisensory thinking, and increasing enthusiasm for learning. The research findings emphasize that animated films are not merely an entertainment tool but also play a significant role in folklore education, contributing to the preservation and promotion of cultural heritage. However, to optimize educational effectiveness, the adaptation process must strike a balance between creativity and fidelity to the original content while integrating moral lessons suitable for children’s psychology. Future research could focus on assessing the long-term impact of animated films on children’s cognition and behavior, as well as exploring ways to combine them with interactive teaching methods to enhance the effectiveness of folklore education.

Ứng dụng trí tuệ nhân tạo tạo sinh trong dạy học tạo lập văn bản đa phương thức ở nhà trường phổ thông

2026-03-16T09:29:29+07:00

In the context of digital transformation and pedagogical innovation under the 2018 General Education Curriculum, teaching multimodal text composition poses significant challenges for both teachers and students in Vietnamese high schools. Generative Artificial Intelligence (Generative AI), with its capacity to create and process diverse forms of content, has emerged as a promising tool to support this instructional process. This article investigates the potential of Generative AI in supporting the teaching of multimodal text composition (MTC) in Vietnamese high schools. The study focuses on analyzing specific applications of Generative AI, including: generating sample multimodal texts, providing personalized feedback and assisting teachers in evaluation. Employing document analysis and experimental evaluation in pilot classrooms, the research demonstrates that Generative AI can significantly enhance students’ creativity and language skills. The paper not only elucidates the benefits brought by Generative AI but also proposes feasible solutions and development directions to optimize the effectiveness of this technology in improving students’ MTC skills, aligning with the requirements of the 2018 General Education Curriculum.

Tổ chức hoạt động trải nghiệm gắn định hướng nghề nghiệp trong dạy học Toán ở trung học phổ thông

2026-03-16T09:32:48+07:00

In the context of general education oriented toward the development of students’ qualities and competencies, strengthening practical and experiential activities has become essential to connect mathematics with real-life contexts and career orientation. This article identifies the role of experiential activities in teaching mathematics at the high school level and highlights their impacts on students’ competencies and career interests. It thereby clarifies the relationship between mathematical experiences and career education, while proposing several forms of activity design appropriate to the mathematics curriculum. These recommendations contribute to enhancing the connection between mathematics education and career guidance, and encourage teachers to diversify experiential activities to improve educational effectiveness.

Bồi dưỡng năng lực tư duy và lập luận toán học cho học sinh trong dạy học chủ đề “Phương pháp tọa độ trong mặt phẳng” (Toán 10)

2026-03-16T09:36:01+07:00

Mathematical thinking and reasoning ability is a component of mathematical ability, which needs to be formed and nurtured for students in teaching Mathematics. However, in teaching practice, many students still have difficulty applying thinking operations such as analysis, synthesis, generalization and specialization to solve problems. The study has proposed three measures to develop mathematical thinking and reasoning ability for students in teaching the topic “Coordinate method in the plane” (Mathematics 10) through cultivating analytical, synthesis, generalization and specialization thinking operations. The implementation of these measures effectively contributes to the formation and development of thinking ability; helps students to be more confident in solving complex problems, thereby improving teaching effectiveness and mathematical reasoning ability for students.

Một số biện pháp dạy học chủ đề “Ba đường conic” (Toán 10) gắn với thực tiễn (RME) nhằm phát triển năng lực mô hình hóa toán học cho học sinh

2026-03-16T09:39:32+07:00

According to the general education curriculum for Mathematics, one of the five core mathematical competencies that students need to develop is mathematical modeling competency. Teaching Mathematics according to Realistic Mathematics Education (RME) theory offers many opportunities to develop students' mathematical modeling competency through solving realworld situations. This paper proposes several teaching methods for the topic “Three Conic Sections” (Mathematics 10) to develop students' mathematical modeling ability, thereby helping them learn more actively, understand the meaning of mathematical models more deeply, and apply them to solve mathematical and real-world problems. To improve the effectiveness of teaching Mathematics according to RME theory, teachers need to increase the organization of situations related to real-world contexts, guide students to construct mathematical knowledge themselves; at the same time, the flexible use of teaching aids and tools will contribute to creating conditions for students to connect mathematics with real-world situations more effectively.

Dạy học giải các bài toán chủ đề “Cấp số nhân” (Toán 11) nhằm bồi dưỡng năng lực giải quyết vấn đề toán học cho học sinh

2026-03-16T09:42:28+07:00

Mathematical problem-solving competence is one of the five competencies that need to be formed and developed for students, as stipulated in the 2018 General Education Program for Mathematics. "Geometric progression" is the knowledge taught in grade 11 with many practical applications. The study proposes a process for solving problems in teaching the topic "Geometric progression" (Math 11) to foster problem-solving competency for students. The process includes 6 steps: Understanding the problem; Building a mathematical problem; Finding a solution to the problem; Solving the problem with the chosen solution; Considering the reasonableness of the solution and answering the problem; Generalizing the problem. Next, a pedagogical experiment to test the effectiveness of the proposed process was implemented on 43 grade 11 students at Nguyen Khuyen Secondary School - High School, Ho Chi Minh City. Experimental results show that students have many opportunities to develop their competence to solve mathematical problems through specific manifestations. They can apply knowledge about geometric progressions to solve mathematical problems and practical problems.

Một số biện pháp phát triển năng lực vận dụng toán học vào thực tiễn cho học sinh trong dạy học Toán 12

2026-03-16T09:45:05+07:00

The 2018 General Education Program for Mathematics clearly states that one of the main principles in teaching mathematics is to enhance practical application, especially the application of mathematical knowledge to realworld situations. This article proposes several measures to develop the ability of 12th-grade students to apply mathematics to real-world situations, initially contributing to improving the quality of teaching and meeting the goals of educational reform according to the 2018 General Education Program. The measures proposed in this article not only help students consolidate and expand their mathematical knowledge but also create conditions for them to form and develop the ability to apply mathematics to real-world situations. Through organizing experiential learning activities that connect mathematical content with real-world situations, students are trained in flexible thinking and the ability to apply knowledge proactively and creatively. Teachers need to flexibly apply various methods to help enhance students' interest in learning, increase their proactiveness, and improve the effectiveness of teaching mathematics in a way that connects with real-world situations.

Dạy học học phần “Lí thuyết xác suất” theo hướng nghiên cứu nhằm phát triển năng lực tự nghiên cứu của sinh viên

2026-03-16T09:50:04+07:00

In the context of higher education reform aimed at developing learner competencies, equipping students with independent research skills has become essential. In practice, the Probability Theory course taught through traditional methods has shown limitations in fostering this competency, leading to difficulties for students in applying theoretical knowledge to realworld problems. This study reveals that implementing a five-step researchoriented instructional model, integrating elements of project-based and problem-based learning, significantly enhances students’ research competence. Key components such as problem identification, data analysis, probabilistic modeling, and academic presentation were notably improved after the intervention. The findings not only affirm the effectiveness of research-oriented teaching in Probability Theory but also highlight its role in fostering independent academic thinking, critical reasoning, and problemsolving skills. The study suggests that this model can be scaled to other courses in the natural sciences and engineering, and recommends the development of standardized assessment tools and broader empirical validation in future research.

Vận dụng mô hình lớp học đảo ngược trong dạy học nội dung “Định luật Kirchhoff” (học phần Vật lí đại cương) cho sinh viên ngành kĩ thuật

2026-03-16T09:54:54+07:00

In the context of digital transformation and the rapid development of artificial intelligence in higher education, innovation in teaching methods aimed at promoting student engagement is receiving increasing attention. This research develops a process for applying the flipped classroom model in teaching General Physics to engineering students and illustrates this process in teaching the content of “Kirchhoff's Laws”. The proposed teaching process consists of three stages: preparation, implementation (before/during/after class), and evaluation; through this process, students have many opportunities to develop self-learning abilities and collaborative skills. Lecturers need to design appropriate digital learning materials, organize active learning activities, and effectively utilize supporting tools to enhance student participation. Simultaneously, the flexible combination of self-study before class and interactive activities in class contributes to improving the ability to apply knowledge to solve learning tasks.

Bồi dưỡng năng lực dạy học cho sinh viên sư phạm Vật lí trong giáo dục STEM

2026-03-16T09:59:08+07:00

STEM (Science, Technology, Engineering, and Mathematics) education, has been incorporated into the general education curriculum in Vietnam. Physics teaching within the STEM framework plays a crucial role in fostering scientific literacy among secondary school students, thereby contributing to the achievement of general education objectives. The development of STEM teaching competence for pre-service physics teachers is an urgent requirement to ensure that graduates possess the necessary competencies and confidence to engage effectively in secondary school teaching, meeting the demands of current educational reform. This article employs a theoretical research approach to examine the concept of teaching competence in STEM education and proposes a competency framework for pre-service physics teachers consisting of four standards and twelve criteria. On this basis, a two-stage process for developing STEM teaching competence among pre-service physics teachers is proposed. The findings of the study provide a scientific foundation and orientation for organizing professional development programs aimed at enhancing the STEM teaching competence of pre-service physics teachers.

Ứng dụng trí tuệ nhân tạo xây dựng rubric đánh giá theo chuẩn đầu ra học phần “Công nghệ dạy học và chuyển đổi số trong giáo dục tiểu học”

2026-03-16T10:01:58+07:00

In the context of Vietnamese higher education shifting to competency-based training, the development of transparent and objective assessment tools according to course output standards (CLO) becomes particularly important. Rubrics are considered effective tools, but the traditional design process is time-consuming and susceptible to subjective influences. The development of artificial intelligence (AI), especially large language models (LLMs), opens up the possibility of optimizing this process. Based on theoretical analysis and CLO references, this article studies the application of AI in rubric design for the course "Teaching Technology and Digital Transformation in Primary Education" of Hanoi Metropolitan University. The study proposes a 6-step process of building rubrics with AI support, thereby developing three complete rubrics for core practice tests and a computational model - reporting the achievement level of each CLO to quantify and visualize learning outcomes. The results show that AI helps shorten design time, reduce the workload for lecturers, and improve consistency, reliability and connection between teaching and assessment. The proposed model can be used as a reference for training institutions in innovating assessment and assessment towards competency development in the context of digital transformation.

Xây dựng bộ tiêu chí đánh giá năng lực khoa học cho học sinh lớp 2: trường hợp dạy học chủ đề “Trái Đất và bầu trời”

2026-03-16T10:04:41+07:00

This article outlines the process of formulating criteria to evaluate the scientific competence of second graders in the “Earth and Sky” topic within the Nature and Society subject, as outlined in the Creative Horizons book series. The assessment criteria, designed to meet the requirements of the 2018 General Education Program and Circular 27/2020/TT-BGDDT, assess three key elements of scientific competence: scientific awareness, comprehension of the natural and social environment, and application of acquired knowledge and skills. The designed criteria were evaluated by school teachers and administrators through an online survey. The survey results indicate that the set of criteria satisfies the requirements of scientificity, clarity, and applicability in both teaching and assessment processes. These criteria closely align with the curriculum content, making them suitable for teaching practice and contributing to the comprehensive assessment of scientific competence in the topic “Earth and Sky” within the Nature and Society subject for grade 2 students.

Xây dựng bài tập thực tiễn đánh giá năng lực giải quyết vấn đề trong dạy học chủ đề “Di truyền học người” - Sinh học 12

2026-03-16T10:09:34+07:00

In the context of competence-based education reform, the development of authentic assessment tools-particularly authentic tasks-has become essential to accurately evaluate students’ competence to apply knowledge and solve real-world problems. This study aims to construct a theoretical foundation and propose a systematic procedure for designing authentic tasks to assess problem-solving competence within the topic Human Genetics in Grade 12 Biology. To validate the feasibility and relevance of the proposed procedure, an online survey was conducted with 170 participants, including 50 university lecturers and 120 high-school biology teachers. The results indicate that the procedure is highly regarded in terms of scientific soundness, practical relevance, pedagogical value, feasibility, and assessment effectiveness. Authentic tasks developed through this procedure enable students to identify, analyze, and resolve realistic biological situations while providing teachers with valid and reliable evidence of students’ problem-solving competence. The findings highlight the significance of integrating authentic tasks into Biology assessment practices and contribute a feasible tool to support teachers in implementing competency-oriented evaluation aligned with the 2018 General Education Curriculum. Future research may expand the procedure to additional biological contexts and develop a comprehensive bank of authentic tasks for high-school Biology instruction.

Sự “tham kết cảm xúc” và chủ động của sinh viên chuyên ngành Tiếng Anh trong khóa học tiếng Anh chuyên ngành tích hợp dự án

2026-03-16T10:13:03+07:00

Amid the context of Vietnamese higher education promoting learning models linked to professional practice, understanding how students emotionally and proactively engage in English for Specific Purposes (ESP) projects remains limited. This study explores two dimensions of engagement among 25 English major students in a project-integrated ESP module. The research results indicate a progression in emotional engagement, ranging from initial anxiety to increasing interest and pride upon product completion, and a change in the level of proactive engagement through proposing initiatives, negotiation, and task coordination. Furthermore, the study also reveals that peer support and the relevance of project tasks to professional practice are the most important contextual factors influencing both dimensions of engagement. The study also proposes expanding the sample size, incorporating in-depth interviews and analysis of learning products, and developing subsequent research utilizing learner diaries to track the engagement process more continuously and comprehensively, especially when investigating all five dimensions of engagement within the ESP context. This research contributes a new perspective, both academic and practical, on how learners develop, maintain, and regulate their emotions and level of proactivity when participating in projects directly related to professional activities.

Sự tham kết (engagement) của sinh viên không chuyên Tiếng Anh trong giờ học trực tuyến đồng bộ: một nghiên cứu từ quan điểm của giảng viên tại Trường Đại học Mở Thành phố Hồ Chí Minh

2026-03-17T02:30:06+07:00

This study aimed to explore teachers’ perceptions of factors influencing their non-English majored students’ engagement during the Basic English synchronous online lessons at Ho Chi Minh City Open University. It also investigated the teachers’ strategies to engage their students in class hours. Qualitative data were collected through semi-structured interviews with five teachers selected by cluster sampling method and were analyzed thematically. The findings revealed that according to the teachers, there were a variety of factors influencing students’ engagement, among which teacher-related factors and learner-related factors were the most important. The teachers used many strategies to keep their students engaged in the lessons. They also made some suggestions to the program to facilitate the task. The research findings give the program managers ideas for detailed plans to enhance the quality of the non-majored English training.

Phát triển năng lực giảng dạy môn chuyên ngành bằng Tiếng Anh ở trường đại học: thử thách và định hướng phát triển

2026-03-17T02:33:52+07:00

The development of English-medium instruction (EMI) teaching competence for university lecturers in Vietnam and worldwide has increasingly attracted the attention of educators. This study aims to investigate the challenges faced by lecturers when teaching specialized subjects in English and to examine the core components of training programs designed to enhance EMI teaching competence, with a view to providing concrete recommendations. To conduct the study, a mixed-methods approach was employed. Specifically, relevant articles published in reputable domestic and international journals, as well as nine EMI training programs, were systematically analyzed. In addition, a survey was administered to 150 university lecturers and 20 students purposively selected in Vietnam, followed by in-depth interviews. The findings indicate that lecturers face various challenges related to language proficiency, EMI-specific pedagogical skills, and classroom communication. An analysis of existing training programs reveals several shortcomings, suggesting that current offerings do not fully meet the necessary competency requirements. The results highlight key implications for the development of a structured and contextually appropriate EMI teaching competence program in Vietnam.

Nghiên cứu thực nghiệm về ứng dụng ELSA Speak trong giảng dạy âm tắc xát cho sinh viên năm thứ nhất chuyên ngành Tiếng Anh

2026-03-17T02:38:02+07:00

The trend of integrating Artificial Intelligence (AI) into language education, especially in pronunciation training, is rapidly developing, marking a significant shift towards a data-driven and personalized pedagogy. This study investigates the effectiveness of applying ELSA Speak to teaching the affricatives /tʃ/ and /dʒ/ to first-year English majors at a university in Southern Vietnam. A quasi-experimental research design was conducted with two groups: the experimental group (n = 36), with the support of ELSA Speak as a “virtual tutor,” personalized the practice of the two affricatives (/tʃ/ and /dʒ/) with a closed feedback loop for each student: (1) Listening to standard pronunciation samples; (2) Practicing and recording; (3) Receiving results. The control group (n = 34) learned using traditional methods for 7 weeks. Pretest results showed that the two groups were comparable in terms of entrylevel abilities. Independent sample T-test analysis of post-test resultsrevealed a statistically significant difference (p < 0,001) between the two groups, with the experimental group scoring significantly higher than the control group, focusing on auditory recognition and discrimination abilities, and especially on accurate sound production skills.

Ứng dụng trí tuệ nhân tạo (AI) để thiết kế học liệu số tương tác trong dạy học phân môn Lịch sử ở tiểu học

2026-03-17T02:40:18+07:00

The rapid advancement of artificial intelligence (AI) has significantly influenced education, generating new opportunities, challenges, and requirements in the context of digital transformation. This study addresses the inevitable trend of applying AI in education, particularly in the design of interactive digital learning materials for history teaching. The research aims to establish a theoretical foundation and propose a practical process to support teachers in effectively utilizing AI tools to create engaging interactive digital learning materials that enhance learners’ active participation. Based on a systematic review of theoretical perspectives on artificial intelligence, artificial intelligence in education (AIEd), and interactive digital learning materials, the study clarifies the role of digital learning resources in history education. It also identifies essential requirements to ensure scientific accuracy, pedagogical effectiveness, and aesthetic quality in the development of digital materials. Furthermore, the study presents a five-step application process, accompanied by illustrative examples, to guide teachers in integrating AI tools into instructional design. The findings contribute to promoting the development of digital learning materials oriented toward personalization and creativity, while supporting teachers and students in enhancing digital competencies, thereby meeting the demands of educational innovation and transformation in the era of Industry 4.0.

Bảo tồn và phát huy giá trị di sản văn hóa Việt Nam thông qua “bộ thẻ HeritageFlash XR tích hợp công nghệ”

2026-03-23T01:53:58+07:00

Amid the rapid global digital transformation, preserving and promoting Vietnam’s cultural heritage requires innovative approaches that enhance accessibility, education, and community engagement. This study presents the “HeritageFlash XR technology-integrated card set” as an innovative tool supporting modernized heritage conservation in the digital age. The results indicate that the card set contains 25 cards across four heritage categories, scientifically designed with aesthetic value and embedded QR codes linking to a digital database of images, videos, and curated information. This tool proves effective not only for teachers and students in history and related subjects, but also for enhancing the experience of visitors at heritage sites. Field observations and user feedback from managers, tourists, and local audiences demonstrate strong appreciation, confirming the system’s practical value and feasibility. The findings suggest that the HeritageFlash XR card set helps address existing limitations in heritage communication, diversifies conservation methods, and strengthens the connection between communities and cultural heritage. Overall, the model represents a sustainable approach that bridges traditional cultural values with modern digital technology, contributing meaningfully to the preservation and promotion of Vietnamese heritage.

Tổng quan nghiên cứu về khai thác công cụ số nhằm phát triển năng lực giải quyết vấn đề cho học sinh trung học trong dạy học lập trình

2026-03-23T01:58:52+07:00

In the current educational context, the application of digital tools (software and electronic devices) to develop problem-solving skills for high school students in programming education is becoming an inevitable trend. In the world, many research projects have focused on this topic with a diverse, rich level and are regularly updated. On the contrary, in Vietnam, the research is only at the initial approach stage and is mainly theoretical. This article applies the method of document review research, focusing on analyzing domestic and international scientific works related to the exploitation of digital tools in programming teaching to develop problem-solving skills for students. We have synthesized the current status of exploiting digital tools in developing basic skills of problem-solving capacity. The main finding we received is that AI chatbots have the greatest potential in supporting the development of this competency. In addition, the complexity and diversity in the way of exploiting digital tools also requires a theoretical framework (including principles, measures, and specific examples) to exploit digital tools in teaching programming activities to develop this competency.

Thực trạng bồi dưỡng năng lực tích hợp giáo dục vì sự phát triển bền vững trong dạy học cho giáo viên phổ thông ở Việt Nam: nghiên cứu trường hợp tại Thành phố Hồ Chí Minh

2026-03-23T02:02:04+07:00

The integration of Education for Sustainable Development (ESD) into the 2018 General Education Curriculum is regarded as a key orientation aimed at nurturing responsible citizens with systems thinking and the capacity to act for the community. In this context, professional development activities to enhance teachers’ competence in integrating ESD have become an urgent requirement, contributing to improving the quality of integrated teaching and effectively implementing the goals of educational reform. A quantitative research method was employed through a large-scale survey with 2,312 responses collected, of which 2,271 valid questionnaires remained after data cleaning. The questionnaire consisted of 26 items divided into five groups: level of implementation, content, methods and forms of training, effectiveness of application, and challenges in training activities. The data were processed using STATA 18.5, applying techniques such as Cronbach’s Alpha, EFA, descriptive statistics, correlation, and ANOVA. The results indicate that the factors were rated at a fairly good level, with training content receiving the highest rating, followed by training methods and application effectiveness, gender and years of teaching experience had significant impacts on training outcomes, whereas educational qualification did not show a clear difference. Based on these findings, the study recommends developing ESD training programs that are diverse, flexible, aligned with subject-specific characteristics and local contexts, while also strengthening digital learning materials, expert involvement, and support mechanisms to enhance teachers’ practical ESD competencies.

Thực trạng giáo dục kĩ năng tường thuật cho trẻ 5–6 tuổi qua hoạt động khám phá khoa học: một nghiên cứu tại tỉnh Phú Thọ

2026-03-23T02:07:51+07:00

In the context of child-centered early childhood education, teaching storytelling skills to children aged 5-6 through science exploration activities is an important approach but has not yet received adequate attention. This study reviews the theoretical background and examines the current situation of storytelling skill education for 5-6-year-old children through science exploration activities in Phu Tho Province, using questionnaires and teacher interviews. The results show that teachers have some understanding of storytelling skills; however, the content, objectives, and teaching methods remain limited, focusing mainly on explanation rather than providing opportunities for practice. The study provides practical evidence to enhance teachers’ competence and suggests directions for developing measures to teach storytelling skills to 5-6-year-old children through science exploration activities.

Vận dụng phương pháp dạy học “neo đậu” (anchored instruction) trong dạy học học phần Tâm lí học mầm non cho sinh viên Trường Cao đẳng Sư phạm Bắc Ninh: thực trạng và biện pháp

2026-03-23T02:11:18+07:00

In the context of educational reform, linking theory with practice in preschool teacher training is a pressing requirement. Based on the practical teaching of the Preschool Psychology course at Bac Ninh College of Education, this research was conducted to evaluate the effectiveness of the anchored learning method. The study shows that this method helps students connect theory with practice, develop critical thinking, collaborative skills, and the ability to apply knowledge; however, it still has limitations in self-study activities, infrequent feedback, and student passivity. Based on this, the paper proposes several measures to improve the effectiveness of the anchored learning method, contributing to improving the quality of preschool teacher training. The results confirm the feasibility of the anchored learning method and suggest directions for applying this method to improve the quality of preschool teacher training.

Phát triển năng lực dạy học tích hợp cho sinh viên ngành Giáo dục tiểu học thông qua thiết kế và triển khai bài học tích hợp: một nghiên cứu thực nghiệm

2026-03-23T02:19:05+07:00

Curriculum reform oriented toward the development of students’ qualities and competencies requires the implementation of integrated teaching, particularly at the primary education level. In Vietnam’s 2018 General Education Curriculum, integrated teaching at the primary level is implemented through subjects such as Natural and Social Studies (Grades 1- 3) and History and Geography (Grades 4-5). To meet these requirements, primary school teachers need to possess the capacity to design and organize integrated teaching effectively. This paper clarifies the process of designing integrated lesson plans and subsequently conducts an experimental study with primary education students at the Faculty of Education, Tay Nguyen University. The experimental results indicate that fostering students’ competency to design and organize integrated teaching is necessary and yields positive effects. Accordingly, the study recommends strengthening training and professional development activities oriented toward the development of integrated teaching competence in primary teacher education programs.

Tổ chức dạy học học phần Phương pháp nghiên cứu khoa học cho sinh viên ngành Giáo dục tiểu học có ứng dụng ChatGPT: một nghiên cứu thực nghiệm

2026-03-23T02:22:39+07:00

With the strong development of artificial intelligence, particularly ChatGPT, the organization of teaching academic-oriented courses in higher education with the application of this tool is opening new approaches to the renewal of teaching methods, especially in the course Research Methodology in Educational Science. This experimental study was conducted with 112 Primary Education students, divided into two groups: an experimental group (learning with guided use of ChatGPT) and a control group (learning through traditional methods). The results show that the experimental group achieved a higher mean score, a lower standard deviation, and more positive learning attitudes. The application of ChatGPT through activities that require students to engage in critical reflection, revision, and academic responsibility thereby enables students to become more proactive in their thinking and learning, contributing to improved training effectiveness. The study proposes the development of safe and responsible guidelines for AI use and the continued expansion of research across multiple courses in order to enhance the effectiveness of AI in teacher education.

Thực trạng và giải pháp nâng cao năng lực của giảng viên trong xây dựng chuẩn đầu ra chương trình đào tạo giáo viên tiểu học tại Trường Đại học Thủ đô Hà Nội

2026-03-23T02:29:41+07:00

In the context of Vietnamese higher education promoting curriculum innovation and standardizing the competence of teacher training staff according to the competence approach, the need to improve the quality of output standards development has become particularly urgent. The study aims to analyze the current situation and propose solutions to enhance lecturers' competence to develop output standards for primary school teacher training programs at Hanoi Metropolitan University. A survey of 45 lecturers showed that the majority were clearly aware of the role of output standards in ensuring program quality and understood the relationship between course objectives, program structure, and teacher professional standards. Lecturers also agreed on the necessity of linking teaching, assessment, and the capacity that needs to be formed for students. However, a number of them still encountered difficulties in designing assessment tools, using rubrics, and integrating competency-based teaching methods. Existing capacity was generally positive but uneven. On that basis, the study proposes solutions to contribute to improving lecturers' competence and increasing the effectiveness of training program implementation in the current period of educational reform. This result also suggests the need to build a long-term support mechanism to ensure that the output standardization process is maintained sustainably and adapts to the increasingly high requirements of teacher training practices.

Kĩ năng sống của học sinh khuyết tật trí tuệ học tiểu học hòa nhập: nghiên cứu thực trạng tại tỉnh Bắc Ninh

2026-03-23T02:37:17+07:00

Within the expanding context of inclusive education in Vietnam, accurately assessing life skills among primary students with intellectual disabilities (ID) is essential for ensuring their effective adaptation to school and broader social environments. This study presents findings from a survey on the current state of life skills among primary students with intellectual disabilities enrolled in inclusive education in Bac Ninh province. A customized evaluation tool comprising 50 behavioral indicators - categorized into three skill domains: self-care, social, and communication - was used to assess both performance levels and behavioral frequency. The results show that self-care skills are relatively well-developed; social skills are moderate and inconsistent; and communication skills are the weakest, both in terms of competence and frequency. By analyzing contributing factors from individual, family, and societal perspectives, the study underscores the urgent need for a tailored life skills education program integrated into inclusive education to foster the comprehensive and sustainable development of students with intellectual disabilities.

Hành vi bắt nạt học đường của học sinh có kiểu nhân cách khác nhau: nghiên cứu thực trạng tại một số trường trung học cơ sở trên địa bàn Thành phố Hà Nội

2026-03-23T02:40:56+07:00

School bullying is a matter of concern worldwide and in Viet Nam. This study aims to describe the current situation of school bullying behaviours among lower secondary school students according to different personality types based on the Five-Factor Model. A survey was conducted with 817 students from five lower secondary schools in Hanoi representing urban, peri-urban, and rural areas using the Big Five Questionnaire for Children (BFQ-C) and the Bullying Questionnaire (BQ), which covers four groups of behaviours: physical, verbal, social, and property-related bullying. Teacher interviews and descriptive and correlational statistical analyses were also employed. Findings show that overall levels of bullying were very low across all personality groups; verbal bullying was more common than physical, social, and property-related forms. Students with high sensitivity scored highest in overall bullying, while those with high openness scored lowest, although the differences between groups were small. Correlations between personality traits and bullying behaviours were minimal; sensitivity showed a slight positive association, whereas conscientiousness had a slight negative association with bullying. Based on these results, the article proposes several psychological-educational measures, including personality-responsive social skills education, school counselling, personality-based group interventions, and the development of a positive school environment, to reduce and prevent school bullying among lower secondary students.

Thực trạng nghiện Facebook ở học sinh: một nghiên cứu trường hợp tại phường Nông Tiến, tỉnh Tuyên Quang

2026-03-23T02:43:50+07:00

In recent years, the use of social media, especially Facebook, has increased significantly among secondary school students, raising concerns about the risk of addictive behaviors and negative impacts on their overall development. This study describes the current state of Facebook addiction and analyzes differences by gender, grade level, and academic ability among students at Nong Tien Secondary School (Tuyen Quang province). Data were collected using demographic questionnaires and the Facebook Addiction Scale by Andreassen et al. (2012); descriptive statistical analyses and group comparisons (t-test, ANOVA) were used. The results showed that 83.6% of students were at risk of Facebook addiction. No statistically significant differences were observed by gender, but differences were found by grade level, with 8th-grade students showing a higher level of addiction. The results provide practical evidence for developing educational and intervention programs to promote safe and age-appropriate social media use.

Bồi dưỡng năng lực ứng dụng công nghệ thông tin cho giáo viên: nghiên cứu tại một số trường trung học cơ sở Thành phố Hà Nội

2026-03-23T02:50:03+07:00

Digital transformation in education is an inevitable trend and a strategic imperative aimed at enhancing the quality of teaching and meeting the demands of fundamental and comprehensive educational reform in Vietnam. Although schools in Hanoi have received substantial investment in facilities, the current information technology application competency training activities for secondary school teachers have not been commensurately adequate to meet the requirements of the digital transformation process. This study aims to survey and evaluate the current status of IT application competency training for teachers, thereby proposing management solutions to enhance training quality and effectiveness. The research employed a quantitative survey methodology, collecting data from 283 administrators and teachers using a 5-point Likert scale questionnaire. The collected data were analyzed through descriptive statistics. The results reveal that teachers possess a very high level of awareness regarding the importance of IT training. Training content related to specialized applications and digital pedagogy was positively evaluated, while technical infrastructure particularly network stability and supportive policies were identified as limiting factors. Building upon these findings, the study proposes four key solution groups, emphasizing the innovation of content towards integrated approaches, diversification of training modalities, and the synchronous upgrade of technical infrastructure to effectively serve educational digital transformation.

Thực trạng xây dựng trường học hạnh phúc ở các trường trung học cơ sở công lập phường Bình Trưng và phường Cát Lái, Thành phố Hồ Chí Minh

2026-03-23T02:52:40+07:00

In the context of fundamental and comprehensive educational reform, building happy schools is an essential direction for promoting learners' holistic development. Practical implementation in public secondary schools in Binh Trung and Cat Lai wards, Ho Chi Minh City, shows that this process still faces many difficulties, especially in organization and management, requiring objective assessments and appropriate management solutions. Furthermore, the management staff and teachers generally understand the role and significance of happy schools; the content and implementation methods are mainly assessed as "Fair". However, the level of implementation varies across educational institutions, and some aspects still show limitations that require further adjustment. These findings provide a practical basis for guiding and improving the management of building happy schools in secondary schools, thereby contributing to enhancing the overall quality of education. At the same time, they serve as a reference for broader-scale surveys, aiming to develop a sustainable, happy school model suitable for the current educational context in Vietnam.

Lồng ghép nội dung phát triển bền vững trong dạy học đọc hiểu văn bản thông tin cho học sinh lớp 7: nghiên cứu tại một số trường trung học cơ sở trên địa bàn Hà Nội

2026-03-23T02:56:49+07:00

In the context of digital transformation in higher education, the exploitation of digital technology in teaching and learning foreign languages is becoming an essential requirement, especially at the People's Police University. This study focuses on surveying the level of application and effectiveness of digital technology through collecting opinions from 105 students and five foreign language lecturers. The survey results indicate a positive trend in the assessment of digital tools and devices, with support for increased interactivity, improved learning experiences, and more flexible learning models. At the same time, students and lecturers both acknowledge the role of digital technology in supporting personalization of the learning process. On that basis, the study emphasizes the need to enhance the digital competence of the teaching staff, promote students' proactive acceptance of technology, and improve implementation conditions to optimize the effectiveness of digital technology application in foreign language teaching.

Thực trạng nghiện điện thoại thông minh ở học sinh trung học phổ thông: nghiên cứu tại phường Cao Lãnh, tỉnh Đồng Tháp

2026-03-23T03:00:45+07:00

Digital transformation has increased smartphone usage among high school students, leading to the risk of addiction. While international studies have shown many consequences for learning and mental health, evidence in the context of Vietnamese schools is still limited. This underscores the need to survey the current state of smartphone addiction to provide a basis for appropriate educational measures. The study used the Smartphone Addiction Scale (SAS-SV), descriptive statistics, t-tests, ANOVA, and the KruskalWallis test on 500 students at a high school in Cao Lanh ward, Dong Thap province. The results showed that 36.4% of students showed signs of smartphone addiction. The prominent manifestations ofsmartphone addiction behavior: Using more than intended, unable to bear not having smartphones, constantly checking smartphones not to miss conversations on social networks. There is no difference in the level of smartphone addiction between males and females, between different grades, educational levels, and family structures. The research results provide a practical basis for developing measures to promote appropriate phone use among high school students in the research area.

Thực nghiệm biện pháp quản lí nâng cao hiệu quả hoạt động tổ chuyên môn tại các trường trung học phổ thông tỉnh Tuyên Quang

2026-03-23T03:29:11+07:00

Professional groups are an important organizational unit in general education schools, directly guiding and organizing the implementation of professional routines, supporting the professional and occupational development of their members, and contributing to the improvement of the school’s educational quality. This article presents the results of an experimental study on several measures aimed at improving the effectiveness of subject-based professional group activities in high schools in Tuyen Quang Province. Based on theoretical research and a survey of the current situation of professional group activities, the author selected seven core measures, focusing on innovating professional activities through lesson study, enhancing the competence of subject group leaders, promoting teachers’ self-directed learning and professional development, and applying information technology in the management of subject-based professional groups. The experiment was conducted from July 2024 to August 2025 in several upper secondary schools in the province, with the participation of 139 administrators and teachers. Data were collected through questionnaires and processed using statistical methods, comparing results before and after the experiment. The results show that the implemented measures contributed to improving the effectiveness of subject-based professional group activities, promoting the roles of administrators and teachers, and fostering a friendly educational environment and a culture of collaboration in schools. The study provides a practical basis for improving the effectiveness of managing subject-based professional group activities in high schools in Tuyen Quang Province and can be applied in localities with similar conditions.

Năng lực số của học sinh trung học phổ thông công lập tại Thành phố Hồ Chí Minh: thực trạng và giải pháp phát triển

2026-03-23T03:32:40+07:00

Digital competence of high school students is currently regarded as a core skill that determines their ability to learn, adapt and integrate in the context of educational digital transformation. This article reports the findings of a survey of 2,417 respondents, including school leaders and teachers at public upper secondary schools in Ho Chi Minh City, on students’ digital competence across three groups: (1) technological foundation and digital sharing, (2) digital creativity and digital safety, and (3) attitudes, digital culture and digital career orientation aims to survey the current situation regarding Digital competence of public upper secondary school students in Ho Chi Minh city. The results indicate that, while the frequency with which students perform behaviors related to digital competence is relatively high, the level of achievement (effectiveness) only reaches a moderate level, revealing a gap between frequency of use and actual mastery. On this basis, the article proposes several directions for developing students’ digital competence according to each group of competences, with a view to enhancing the depth of knowledge, higher-order skills and the ability to apply digital technologies in learning and career orientation.

Thực trạng hoạt động bồi dưỡng năng lực công nghệ số cho giáo viên ngoại ngữ ở các trường trung học phổ thông khu vực miền Bắc Việt Nam

2026-03-23T03:35:34+07:00

In the context of comprehensive and fundamental educational reform, Vietnam is accelerating digital transformation and the application of digital technologies in educational management, teaching, and learning. The issuance of the Digital Competence Framework for Learners by the Ministry of Education and Training highlights the increasingly important role of digital technologies in enhancing the quality of general education. Within this context, foreign language education is identified as a distinctive field that plays a pivotal role in the process of international educational integration. This article examines the current situation to assess the extent to which teachers meet the digital technology competence framework developed for upper secondary school foreign language teachers, thereby analyzing influencing factors as well as the current status of digital competence professional development activities for teachers. The findings provide an overview of the current state of digital technology competence among foreign language teachers and offer a scientific basis for the management and organization of digital competence development programs, with the aim of improving teaching effectiveness and meeting the demands of educational reform in an internationalized context.

Thực trạng quản trị nhà trường tại Trường Liên cấp Thăng Long thuộc Trường Đại học Thủ đô Hà Nội

2026-03-23T03:38:53+07:00

Amid ongoing general education reforms and the growing emphasis on school autonomy and accountability, effective school governance has become essential for the sustainable development of multi-level educational institutions. This study explores the governance practices at Thang Long Primary, Secondary, and High School, affiliated with Hanoi Metropolitan University. The findings show that staff members hold a solid understanding of the role of governance in improving educational outcomes. The school’s organizational structure is perceived as functioning effectively, supported by transparent decision-making and coherent implementation of human resource and training activities. Nonetheless, financial management and development partnerships remain areas of concern and require further strengthening. Finance–facilities and organizational structure emerged as the most influential factors shaping governance effectiveness. Overall, the study underscores the need to enhance financial governance aligned with autonomy and transparency, refine organizational arrangements, and expand external partnerships to improve resource mobilization and utilization.

Giáo dục công dân toàn cầu trong bối cảnh mới: một nghiên cứu tại Trường Quốc tế Á Châu, Thành phố Hồ Chí Minh

2026-03-23T03:41:16+07:00

The role of Global Citizenship Education (GCE) has become increasingly more critical in developing learners’ competency of addressing complex global challenges. This article explored the potential of international schools in Vietnam -specifically a new context for GCE implementation in Ho Chi Minh. Grounded in UNESCO’s cognitive, socio-emotional, and behavioral dimensions, the study synthesized literature, policy analysis, and case studies to examine how the international school could integrate global competencies across disciplines. The article highlighted key pedagogical strategies that support inquiry-driven, student-centered learning essential to GCE. Despite favorable conditions, the international school faced challenges with GCE due to inconsistent pedagogical practices and limited teacher training. The article offered policy recommendations focused on sustainable development, curriculum reform, and institutional alignment. It concluded by emphasizing the need for longitudinal research to explore GCE outcomes in Vietnam’s international school context, advocating for a transformative and contextsensitive approach to educating future global citizens.

Năng lực thích ứng nghề nghiệp của giáo viên giáo dục đặc biệt: một nghiên cứu thực trạng trên địa bàn Thành phố Hà Nội

2026-03-23T03:43:48+07:00

In the context of increasingly high innovation requirements in special education, teachers' professional adaptability is a key factor in ensuring the quality of child care and education. Assessing the level of professional adaptability helps to identify the strengths, limitations, and training needs of the team of special education teachers. The study used the Professional Adaptability Scale, a 46-item scale developed by Vu Phuong Lien and colleagues (2018). The study surveyed 105 special education teachers in Hanoi City using convenience sampling. The results showed that the career adaptation of special education teachers reached 3.73 points (on a scale of 1 to 5), and the components of career adaptation had average scores ranging from 3.54 to 3.94. In which career concern capacity has the highest score, followed by career control, career learning, and the lowest is career confidence. General career concern capacity and its components are positively correlated with each other. The research results are a practical basis for developing measures to improve career concern capacity for special teachers in the research area.

Vai trò của trường thực hành trong công tác quản lí phát triển chương trình đào tạo tại Trường Cao đẳng Sư phạm Bắc Ninh

2026-03-23T03:46:14+07:00

Curriculum development in early childhood teacher education has become an urgent requirement in the context of fundamental and comprehensive educational reform in accordance with the spirit of the Resolutions of the Party and the Government. To ensure the quality and relevance of Teacher Education programs, it is essential to establish effective coordination between teacher training institutions and practice schools, which serve as vital bridges connecting pedagogical theory with educational practice. As laboratory environments, practice schools play a direct role in the entire process of curriculum development -from needs assessment and goal setting to program design, implementation, and evaluation. Based on a case study at Bac Ninh Teacher Training College, this paper analyzes the role of practice schools in the management of curriculum development for Early childhood Teacher education programs and proposes several management solutions to enhance effectiveness in the context of educational innovation and international integration.

Đánh giá của người sử dụng lao động về chất lượng đào tạo cử nhân ngành Luật tại Học viện Tòa án

2026-03-23T03:49:24+07:00

In the context of judicial reform and international integration, improving the quality of legal human resources has become an urgent requirement, making employer-based evaluation of university training quality increasingly significant. The article introduces the results of research on the assessment of the quality of university training from the perspective of employers through the collection and analysis of opinions and comments of employers on the quality of bachelor of law training at the Academy of Justice. The research results from employers aim to evaluate the training quality of the Academy of Justice as well as the level of meeting the practical requirements of the training program. The evaluation is carried out based on the criteria proposed by the author in accordance with the output standards of the training program. Based on the analysis of the causes and current situation, the article proposes some innovations in program content, teaching methods as well as assessment and evaluation to improve the training quality and meet the requirements of employers.

Lo âu thi cử của sinh viên Y khoa Trường Đại học Y Dược Cần Thơ khi thi kết thúc tiền lâm sàng I: mức độ và các yếu tố liên quan

2026-03-23T03:52:12+07:00

The objective of this study was to investigate the prevalence of test anxiety and associated factors among second-year medical students at Can Tho University of Medicine and Pharmacy in 2025. A cross-sectional descriptive study was conducted involving 382 students. Data were collected using the 20-item Test Anxiety Inventory (TAI), which assesses three domains: test confidence, emotionality, and worry. Statistical analysis of the association between anxiety and demographic variables was performed using SPSS version 26.0. The findings indicated that 37.4% of students experienced moderate-to-high levels of test anxiety, with 16.2% classified as having high anxiety. Scores for worry and emotionality were highest (37.25±8.85), whereas test confidence was notably low (2.30±0.80). Ethnicity was identified as a statistically significant factor contributing to increased test anxiety (p=0.050). The study recommends the implementation of psychological support programs and the refinement of assessment methods to mitigate student anxiety and enhance medical education quality.

Chăm sóc sức khỏe tâm thần cho người bệnh dựa vào điểm mạnh: cơ sở lí luận và thực tiễn tại Cơ sở Bảo trợ xã hội Trọng Đức, tỉnh Lâm Đồng

2026-03-23T03:56:13+07:00

In the absence of a specialized psychiatric hospital in Lam Dong province, the Trong Duc Social Protection Center plays a vital role in providing care and support services for person who experiencing mental health disorders. Drawing on data from a survey of 143 participants and in-depth interviews with managers, social workers, and service users, the study identifies key strengths that contribute to effective mental health care include a safe and supportive living environments, individual resilience factors, social support from family and policies that facilitate patient recovery. The finding also highlights the necessity of implementing case management to individualize care plan, enhance personal recovery ability, and optimize the utilization of resources and strengths from individuals, families, and the community. Such an approach not only improves mental health outcomes but also contributes to better quality of life and facilitates the reintegration of service users into the community.

Khảo sát mức độ sẵn sàng và động cơ tiếp cận và sử dụng công nghệ trong học ngoại ngữ của sinh viên đại học

2026-03-23T04:00:58+07:00

Digital transformation in education is one of the cornerstones of Vietnam’s national strategy. Nevertheless, studies on students’ readiness for digital transformation—especially language majors—remain limited. A crosssectional survey of 1,305 language-major students was conducted using stratified sampling across three regions (North, Central, South). Data were analyzed using descriptive statistics and group comparisons by demographics and region. The findings indicate a robust understanding of digital transformation and strong motivation to adopt digital tools. However, institutional support lags, particularly in terms of workshop opportunities and online platform access. Moreover, personal technological access is a strength, yet proficiency remains uneven. These results emphasize the importance of enhancing institutional frameworks and addressing regional inequities to align with the national goals. Recommendations include increasing the level of digital training, leveraging student motivation and redistributing resources equitably. This study advances the discourse on digital transformation in Vietnam’s higher education, offering evidence-based insights for educators, institutions and policymakers.

Hiệu quả của chiến lược giảng dạy tạo động lực trong việc nâng cao động lực và kết quả học tập của sinh viên không chuyên Tiếng Anh tại Trường Đại học Kiên Giang

2026-03-23T04:07:22+07:00

Motivation for learning is a very important factor in the learning process of students, especially language learning. When motivated, learners will make efforts, overcome difficulties, and develop their own abilities to achieve high efficiency in the process of acquiring knowledge and in self-study. The study was conducted to find out the influence of applying motivational teaching strategies of lecturers on the learning motivation and learning outcomes of non-English major students at Kien Giang University. The research results show that after studying with lecturers who apply motivational teaching strategies, students are more motivated to learn and their learning outcomes also improve and improve. Lecturers play a central role in selecting and flexibly applying strategies appropriate to the characteristics, needs and levels of students. Thereby, it is expected to help students to be inspired to love the subject, reduce their fear and be more confident when using English in studying as well as communicating in life.

Ứng dụng công nghệ số trong dạy - học ngoại ngữ của giảng viên và sinh viên: nghiên cứu trường hợp tại Trường Đại học Cảnh sát Nhân dân

2026-03-23T04:10:55+07:00

Kiến thức, nhận thức và thái độ của giảng viên trong hoạt động kiểm định chất lượng giáo dục: nghiên cứu trường hợp tại Trường Đại học Y Hà Nội

2026-03-23T04:20:50+07:00

Understanding faculty members' perceptions and attitudes toward Educational Accreditation is essential for enhancing their consensus and participation. This study aimed to investigate the perceptions and attitudes of faculty members at Hanoi Medical University regarding Educational Accreditation activities. A cross-sectional study was conducted on 336 faculty members via an online survey. The results indicated that the majority of faculty members held positive perceptions and attitudes toward Educational Accreditation. There was a significant difference in attitudes toward Educational Accreditation among faculty members from different academic divisions. The perception of benefits from Educational Accreditation was significantly higher in the group of faculty members who had participated in accreditation activities twice compared to the group with no prior experience. These findings suggest that practical accreditation experience and the working environment are crucial factors in shaping faculty members' views. Therefore, tailored support and implementation policies should be established for specific divisions to improve the effectiveness of the Educational Accreditation process.

Tác động của việc tự học qua hệ thống e-learning đến kết quả học tập của sinh viên: nghiên cứu trường hợp tại Trường Đại học Nông Lâm Thành phố Hồ Chí Minh

2026-03-23T04:24:09+07:00

In the context of educational digital transformation and the growing trend of blended learning, evaluating the effectiveness of students’ self-study through E-learning systems is both theoretically and practically significant. At Nong Lam University in Ho Chi Minh City, the Microeconomics 1 course has been supported by an E-learning platform for several years; however, the extent to which self-study via digital learning materials impacts academic performance has not been thoroughly analyzed. This study reveals that factors such as the amount of time spent watching lecture video and the number of completed online quizzes have a statistically significant positive impact on students' final academic results. In contrast, time spent reviewing sample exercises shows only weak and inconsistent effects across analytical methods. Additionally, personal factors such as gender, prior academic performance, learning goals, class participation, and absenteeism are also associated with academic outcomes, with learning goals showing the strongest influence. The findings suggest the need for a more diverse and accessible set of digital learning materials, as well as enhanced tracking and feedback mechanisms to promote effective self-directed learning. This research provides practical implications for improving course design and developing policies to support learning in blended and online education environments.

Khởi nghiệp đổi mới sáng tạo gắn với tự tạo việc làm: nghiên cứu đối với sinh viên năm cuối tại một số trường đại học

2026-03-23T04:28:23+07:00

In the context of globalization and digital transformation, innovative entrepreneurship has become a key driver of socio-economic development, requiring a supportive ecosystem for university students, who represent a young intellectual group with strong creative potential. Recognizing this, the Government has introduced various policies to promote entrepreneurial mindsets and support students in creating their own employment. This article examines the challenges faced by students in innovative entrepreneurship associated with self-employment, based on case studies conducted in three localities: Ho Chi Minh City, Hanoi, and Da Nang. These findings provide an important foundation for identifying the underlying causes of current limitations and proposing feasible solutions to overcome challenges and promote innovative entrepreneurship linked to self-employment among Vietnam’s young intellectuals, thereby informing more effective policies and support initiatives in the future.

Quản lí chương trình đào tạo giáo viên học cùng lúc hai chương trình theo tiếp cận đảm bảo chất lượng: nghiên cứu tại Trường Đại học Thủ đô Hà Nội

2026-03-23T04:31:12+07:00

The model of training two programs at the same time allows students from non-pedagogical majors (Social Work, Educational Management, Psychology, Languages, etc.) to register for an additional pedagogical program (Preschool, Primary, Foreign Languages, etc.) according to the provisions of Circular 08/2021/TT-BGDDT. Based on the approach to quality assurance (QA), the article analyzes the main management requirements such as: determining output standards for two programs at the same time, managing the workload, academic advising and progress monitoring systems, and quality assessment mechanisms according to AUNQA standards or the Ministry of Education and Training. From research and practical analysis at Hanoi Metropolitan University, the article proposes some orientations to perfect the model of managing two training programs at the same time according to the PDCA (Plan - Do - Check - Act) cycle, contributing to improving the quality of teacher training in the context of open education and international integration.

Phát triển năng lực số cho giảng viên đại học trong bối cảnh chuyển đổi số: nghiên cứu trường hợp tại Trường Đại học Hải Dương

2026-03-23T04:34:11+07:00

Digital transformation has impacted accounting processes and methods, as well as changed the way accounting is studied, approached, and practiced in reality. This necessitates a transformation in accounting education and training to meet the demands of the integration era. Digital competence is not only a tool for lecturers to develop their own competences but also enables them to interact effectively with students, creating a dynamic and innovative learning environment. This article outlines the necessary digital competency framework for accounting lecturers, assesses the current state of digital competency among accounting lecturers at Hai Duong University, and proposes solutions to enhance digital competency. The goal is to train accounting graduates with strong expertise, professional skills, and the ability to master modern science and technology in the context of digital transformation. These measures aim to comprehensively develop digital competence for accounting lecturers in the era of digital transformation.

Thực trạng và đề xuất giải pháp phát triển đội ngũ giảng viên theo tiếp cận năng lực tại các trường đại học tư thục ở Thành phố Hồ Chí Minh

2026-03-23T04:37:27+07:00

The system of private universities in Ho Chi Minh City is playing an increasingly important role within Vietnam’s higher education landscape, particularly in expanding enrolment capacity and diversifying modes of educational provision. Based on the analysis of specialized documents and secondary data from official sources, the study assesses the current status of private lecturers in terms of professional qualifications, research capacity, digital transformation ability and career development motivation. The analysis results show many challenges in standardizing lecturer competence, especially limitations in scientific research, technology application and career development policies. Based on theoretical foundations and international experience, the study proposes a group of solutions including: building a lecturer competence framework suitable for the digital context, innovating human resource policies, enhancing continuous professional development and expanding international cooperation. Solutions to improve the quality of teaching human resources, contribute to improving competitiveness and ensuring sustainable development of private higher education in Ho Chi Minh City.

Các yếu tố ảnh hưởng đến kĩ năng quản lí thời gian của sinh viên: nghiên cứu trường hợp tại Học viện Công nghệ Bưu chính Viễn thông

2026-03-23T04:40:32+07:00

The study aims to identify factors influencing university students’ time management skills in the context of increasing demands for self-study and self-organization. Based on a theoretical overview of time management skills, group discussions, and in-depth interviews, the authors developed a model consisting of 13 independent variables with 55 initial observations. A quantitative survey was then conducted with 305 students, and the data were analyzed through several steps: reliability testing of measurement scales, exploratory factor analysis (EFA), and linear regression. The EFA results showed that the initial 13 independent variables were reduced to 10 valid and reliable factors. Among these, the strongest influences on students’ time management skills include students’ awareness and attitudes toward the necessity of time management, students’ physical and mental health, and the use of technology to support time management. Based on the research results, the article proposes some solutions to improve students' time management skills to adapt to daily changes in society.

Nhận thức, thái độ và nhu cầu về giáo dục vì sự phát triển bền vững của sinh viên: nghiên cứu trường hợp tại Trường Đại học Giáo dục - Đại học Quốc gia Hà Nội

2026-03-23T04:42:58+07:00

Education for Sustainable Development (ESD) has become a central priority in global education agendas; however, its integration into teacher education in many developing contexts remains fragmented and insufficiently aligned with institutional conditions. This study investigates pre-service teachers’ perceptions, attitudes, and learning needs regarding ESD at the University of Education - Vietnam National University, Hanoi, employing a transformative-systemic lens to examine both micro-level learner orientations and macro-level institutional factors. A mixed-methods design was adopted, combining a quantitative survey of 633 students with semi-structured interviews involving 20 lecturers and 20 academic administrators. Quantitative results indicate generally positive student orientations towards ESD (M = 3.89, SD = 0.69), with third-year students reporting significantly higher scores than first- and second-year cohorts (p < .05). Despite this, students expressed limited pedagogical self-confidence in applying ESDrelated approaches, revealing a marked gap between value-awareness and practical competence. Qualitative findings corroborate these trends and highlight several systemic constraints, including insufficient professional development for lecturers, fragmented curriculum structures, and a lack of institutional incentives or support mechanisms. The study provides empirical evidence to inform curriculum redesign, capacity building for academic staff, and the expansion of experiential learning opportunities, thereby contributing to more coherent and transformative integration of ESD within teacher education in higher education institutions.

Xây dựng chương trình học phần Tiếng Anh chuyên ngành du lịch theo chuẩn đầu ra: nghiên cứu tại một số cơ sở đào tạo cử nhân các ngành du lịch

2026-03-23T04:45:29+07:00

In the context of Vietnamese higher education shifting strongly to approaching Learning Outcomes Standards and international integration, the development of ESP courses for Tourism or English courses for Tourism Purposes has become an essential requirement to ensure that learners achieve professional competence associated with practice. The study surveyed the process of developing courses at 4 training institutions providing majors of tourism. The results showed that the training institutions have performed relatively well the steps of developing courses according to the approaches of Learning Outcome Standards, especially in the content of selecting and compiling documents, determining methods and forms of assessment. However, there are still some limitations to some certain steps such as analyzing needs, determining course objectives, detailed output standards and updating teaching methods to develop students’ competency. From the above results, the study has proposed recommendations on course planning, course improvement and course evaluation. The study has contributed to providing an important practical basis for the development of the ESP courses for Tourism in the direction of learning outcome standards, meeting the requirements of innovation and integration of higher education.

Một số định hướng giáo dục ngôn ngữ sớm cho trẻ mầm non trong môi trường gia đình

2026-03-23T04:48:52+07:00

Early language education for children in the family environment plays a particularly important role in stimulating and developing their language potential, laying the foundation for the development of thinking skills from the early years of their lives. Through the method of researching documents and observing the actual activities of caring and educating preschool children, this article clarifiesthe scientific basis of early childhood language education: the characteristics of brain development with its exceptional speed from the early years of life, along with the unlimited capacity for learning combined with the plasticity of the brain in childhood; the stages of language development; and the goals of early childhood education programs that are appropriate to the developmental characteristics of children at different ages. Therefore, the article suggests activities that parents should do and the skills they need to have in preparing the environment, designing, and organizing early language education activities for children in the family environment in a way that is appropriate and achieves the expected results for each age group.