Tạp chí Giáo dục

Đề xuất khung năng lực khoa học mở cho các nhà nghiên cứu và thực hành giáo dục tại Việt Nam

2025-07-20T05:30:17+00:00

Open Science is increasingly expanding its role as a mainstream trend in research and education activities globally. Raising awareness and developing the capacities for Open Science practice is an urgent requirement to meet the goals of international integration, promote digital transformation, and enhance transparency in the scientific ecosystem in Vietnam. This article proposes an Open Science competency framework for researchers and practitioners in the field of education, serving as a guideline for designing training programs, building assessment criteria, and developing open-oriented research capacity. The competency framework also contributes to providing an academic and practical basis for policy-making and refining Open Science development strategies in Vietnam, thereby promoting the active and proactive participation of the Vietnamese scientific community towards global standards and trends.

Các bài thi đánh giá năng lực học sinh trung học phổ thông tại Việt Nam: Một nghiên cứu so sánh

2025-07-20T05:47:59+00:00

In the context of modern education, the trend of learner competency-based assessment has become more and more popular. Instead of focusing merely on knowledge, this approach focuses on assessing students' ability to apply knowledge, skills and attitudes to solve practical problems, emphasizing students' thinking, creativity, problem solving and teamwork skills. In Vietnam, implementing competency-based tests for high school students is an important step in innovating assessment methods. However, there are currently very few studies on assessing and summarizing implementation experiences as well as the effectiveness of these assessment forms in Vietnam. Therefore, this study was conducted to compare and analyze competency-based tests currently used to assess high school students in Vietnam in a large-scale manner. The results of this study provide useful insights for educational managers, teachers and researchers in developing the student competency assessment system, thereby improving the quality of education.

Tổng quan nghiên cứu về mô hình dạy học kết hợp (Blended Learning)

2025-07-20T07:00:53+00:00

In the context of digital transformation, blended learning (B-Learning) has become a significant trend to enhance educational quality. This study involves a systematic review and descriptive review to analyze Vietnam based and international research on blended learning. The findings indicate that research in Vietnam has adopted and flexibly applied international theories and experiences in blended learning, spanning various aspects including definitions, models, levels, design and implementation approaches, pedagogical principles, objectives, content, methods, assessment, learning conditions, as well as applications across educational levels, disciplines, and the integration of technology into blended learning models. However, further research is needed on the long term impact of blended learning, AI applications, quality assessment criteria, and its expansion in K-12 education. This study provides a comprehensive overview and supports educators and administrators in designing, implementing, and optimizing blended learning, contributing to the improvement of education quality.

Dạy học kết hợp trong giáo dục đại học: Phân tích tổng quan từ góc nhìn quốc tế

2025-07-20T07:33:26+00:00

Amid the rapid digital transformation and increasing demand for flexible learning, blended learning has become a prevailing trend in higher education worldwide. Synthesizing existing research on this topic is essential to derive practical lessons for implementing blended learning effectively in Vietnam. This study reviews 26 journal articles, examining key aspects including teaching strategies, learners’ perceptions and satisfaction, benefits of participation, factors influencing learning outcomes, and strategies to enhance the effectiveness of blended learning initiatives. The findings suggest that although blended learning offers significant potential to improve educational outcomes, several challenges persist, notably technological barriers and limited learner interaction. These insights provide a critical foundation for designing teacher training programs and investing in infrastructure to support the successful adoption of blended learning in Vietnam. Furthermore, the study identifies research gaps that warrant further investigation in future studies on this subject.

Mối quan hệ giữa chất lượng dịch vụ giáo dục đại học với sự hài lòng của người học trong bối cảnh hiện nay

2025-07-20T07:55:46+00:00

Among the important factors that contribute to promoting the position, prestige and the number of learners to higher education institutions, learner satisfaction is considered a key factor. This article explores the relationship between the quality of higher education services and the satisfaction of learners. The research shows that the quality of higher education services directly affects learner satisfaction, thereby affecting the decision to choose a university, a major and the level of attachment to the university. The study also analyzes a number of aspects of this relationship to accordingly propose some appropriate measures to improve the quality of higher education services, the efficiency and competitiveness of higher education institutions in the current context. This helps create values and brands for higher education institutions, contributing to constantly improving the quality of human resources, effectively serving the cause of socio -economic development of the country.

Đề xuất quy trình thiết kế kế hoạch bài dạy môn Toán ở tiểu học dựa trên khung kiến thức toán học sư phạm công nghệ (TPMK)

2025-07-20T11:23:16+00:00

The TPMK (Technological Pedagogical Mathematical Knowledge) framework is proposed as a theory to support teachers in effectively incorporating mathematical knowledge, teaching methods and technology in teaching Mathematics. The TPMK framework has been widely applied to evaluate lesson plans and explore teachers' technology-integrated lesson design methods. However, the application of the TPMK framework to designing elementary mathematics lesson plans is still underexplored. This study proposes a procedure to design mathematics lesson plans based on the components of the TPMK framework. This procedure is illustrated through designing a lesson plan for the topic “Area of a trapezoid” (Math 5). The procedure emphasizes the importance of balancing three core components: mathematical knowledge, teaching methods and technology, to create an effective learning experience for students. To effectively implement the procedure, in addition to teachers proactively improving the knowledge components of the TPMK framework, close coordination between stakeholders is essential.

Khai thác phần mềm JASP phân tích dữ liệu trong dạy học mạch kiến thức Thống kê - Xác suất cho học sinh trung học phổ thông

2025-07-20T12:01:37+00:00

In the context of modern education, integrating information technology into the teaching of Statistics and Probability has become essential to help students engage with data more intuitively and develop skills in data analysis and processing. This paper investigates the application of JASP software in teaching Statistics and Probability at the secondary education level through the design and implementation of specific instructional scenarios. The study adopts a combination of theoretical analysis and practical examination to establish a scientific foundation for the proposed instructional process. The findings reveal that using JASP not only enhances students’ understanding of data and statistical procedures but also fosters statistical thinking, data literacy and decision-making skills based on real-world contexts. The key contribution of this study is the proposal of a structured process for integrating JASP into Statistics and Probability instruction, along with a set of adaptable teaching scenarios applicable to real classroom settings.

Phát triển năng lực nghiên cứu khoa học cho học sinh trong dạy học Sinh học 11 thông qua dự án STEM

2025-07-20T12:30:39+00:00

In the context of learner quality and competency-based educational reform, scientific research competence (SRC) has been identified as one of the core competencies that should be fostered in general education. Given its emphasis on experimentation and the interpretation of biological phenomena, Grade 11 Biology provides a favorable context for integrating research activities into teaching. This paper proposes a STEM project-based instructional process as an effective approach to developing students’ SRC. The study employs document analysis, expert consultation, and field surveys to construct and validate the proposed teaching process. The findings indicate a high level of agreement among experts and teachers regarding the feasibility and pedagogical effectiveness of the process, thereby clarifying the theoretical foundation and suggesting a practical direction for implementing integrated teaching aligned with the requirements of the 2018 General Education Curriculum.

Đề xuất mô hình nghiên cứu các yếu tố ảnh hưởng tới kết quả học tập tiếng Anh chuyên ngành của sinh viên một số trường kinh tế ở Việt Nam

2025-07-20T12:54:53+00:00

In the context of Vietnam's growing integration with the world, equipping students with English for special purposes (ESP) has become a key factor in helping them better prepare for their careers in economics and business. Therefore, optimizing the outcomes of ESP learning has become one of the key goals of educational institutions. Many previous studies have analyzed the factors affecting students' ESP learning outcomes and proposed many research models with the diversity of quantity and nature of these factors. Based on the synthesis of current scientific documents and data collected from interviews and questionnaires, the author analyzes and proposes a comprehensive research model covering the main factors affecting students' ESP learning outcomes. This model includes five main factors: Student psychology - perception; Student knowledge; Lecturers; Technology; Context. The model would serve as a basis for the next quantitative research phase and can be flexibly adjusted to suit different research groups or educational management needs.

Yếu tố ảnh hưởng đến ý định nghỉ việc của giáo viên mầm non: Nghiên cứu tại Nghệ An và Hà Tĩnh

2025-07-20T13:05:55+00:00

This study aims to investigate the factors influencing the intention to resign of preschool teachers in Nghe An and Ha Tinh provinces in the current period. The research employs a mixed-method approach, combining both quantitative and qualitative methods. Data was collected from 1,380 preschool teachers in Nghe An and Ha Tinh using a stratified random sampling technique. The quantitative method is carried out through a questionnaire, designed with 21 items on a 5-point Likert scale to assess the factors influencing the intention to resign of preschool teachers. The qualitative method involves 20 semi-structured interviews to gain deeper insights into the quantitative survey results. The findings indicate that the key factors strongly influencing preschool teachers' intention to resign are: salary and compensation policies; work pressure; and relationships with school administrators and parents. Additionally, factors such as the friendliness of colleagues and working conditions also contribute to motivating preschool teachers to resign. Based on these findings, the paper proposes several recommendations aimed at reducing the intention to resign among preschool teachers.

Ứng dụng chánh niệm trong ứng xử học đường cho giáo viên tại các trường phổ thông trên địa bàn thành phố Hà Nội: Thực trạng và đề xuất biện pháp

2025-07-20T13:15:15+00:00

Work pressure, teaching innovations, and student diversity are causing teachers in Vietnam’s general education system stress and professional burnout, negatively affecting teaching quality. In this context, mindfulness is considered a potential approach to help teachers regulate emotions, reduce stress, and improve pedagogical behavior. This study examines the role of mindfulness in teachers’ school behavior in Vietnam. A survey of 95 teachers in Hanoi reveals that although most teachers recognized the benefits of mindfulness, its practical application remained challenging due to a lack of training, work pressure, and time constraints. However, teachers who practice mindfulness tend to have better emotional regulation, greater empathy, and improved interactions with students. Based on these findings, the study proposes measures to integrate mindfulness into education, enhancing teachers' mental well-being and fostering a more positive and effective learning environment.