Tạp chí Giáo dục

Phát triển năng lực số cho sinh viên sư phạm tại Việt Nam: Mô hình tiếp cận và giải pháp

2025-06-22T06:29:15+00:00

Despite the existing body of research on digital competence development in general, specific solutions tailored to pre-service teachers in Vietnam remain limited. Drawing upon established theoretical models of digital competence development, this study proposes a set of solutions for fostering digital competence among pre-service teachers. These solutions encompass a comprehensive implementation process for digital competence development, alongside solution clusters addressing curriculum, teaching and learning activities, the learning environment, and faculty development. The proposed solutions provide a foundation for subsequent empirical evaluation to assess their effectiveness in enhancing digital competence among pre-service teachers in the Vietnamese context.

Xây dựng bộ tiêu chí đánh giá năng lực giáo dục STEM của giáo viên trung học cơ sở

2025-06-22T06:42:46+00:00

STEM education plays an important role in equipping students with the necessary skills for the 21st century; helping learners connect theoretical knowledge with practice through experiential activities and learning projects. This study focuses on developing a set of criteria to assess the STEM education competencies of secondary school teachers to meet the urgent demand for high quality STEM teachers in Vietnam. Applying the method of comprehensive document review, combining the Delphi technique through three rounds of expert consultation, the set of assessment criteria was built including 28 criteria, divided into 3 main groups of competencies: (1) Knowledge and understanding of STEM education; (2) Skills in delivering and organizing STEM teaching activities; (3) Professional qualities and ethical values in STEM education. The research results aim to bridge theoretical and practical gaps in assessing STEM education competency in Vietnam; thereby proposing specific applications of the criteria set in educational practice and future research directions.

Nâng cao chất lượng giáo dục cho người khuyết tật ở Việt Nam: Phân tích SWOT và đề xuất giải pháp

2025-06-22T06:47:37+00:00

The enactment of the Law on People with Disabilities represents a key advancement and foundation for enhancing Vietnam’s legal framework and prioritizing education for individuals with disabilities. However, significant challenges remain in providing education to people with disabilities, particularly due to limited infrastructure, significant disparities in social awareness, and uneven distribution of specialized teaching staff. The study utilized the SWOT model to analyze the current situation of education for people with disabilities in Vietnam, identifying strengths, weaknesses, opportunities, and challenges within the education system. Based on this analysis, comprehensive measures are proposed, including infrastructure investment, strengthening teacher capacities, developing suitable curricula, as well as expanding international cooperation as well as community and family engagement. These solutions aim not only to warrant equal education rights for people with disabilities but also to foster an inclusive educational environment that contributes to a more tolerant and equitable society for all citizens.

Vận dụng chu trình học tập trải nghiệm của David Kolb vào quá trình dạy đọc văn bản văn chương ở trường trung học phổ thông

2025-06-22T06:52:21+00:00

Experiential learning is a form of active learning. Applying David Kolb's experiential learning cycle to teaching literary reading at the upper secondary level contributes to the realization of this teaching approach. In current research and teaching practices in Literature, the term 'experiential learning' has been presented. However, a systematic and effective understanding and application of experiential learning remains an underexplored area. This article aims to highlight the compatibility between experiential learning theory and the teaching of literary texts, thereby proposing an approach for integrating Kolb’s experiential learning cycle into literary reading instruction at the high school level. This approach aligns with the goals and requirements of the 2018 General Education Curriculum for Literature. The research findings indicate that the experiential learning cycle can be applied throughout all stages of the teaching process, particularly in developing students’ genre-based reading comprehension skills and their ability to interpret literary texts.

Vận dụng mô hình lớp học đảo ngược trong dạy học nội dung “Hình lăng trụ đứng, hình lăng trụ đều” (Toán 11) nhằm phát triển năng lực giải quyết vấn đề toán học cho học sinh

2025-06-22T06:57:11+00:00

The flipped classroom model helps students actively acquire knowledge at home through online learning materials such as videos or lectures, then utilize class time to practice, discuss and solve problems. This model not only enhances the interaction between students and teachers but also helps optimize class time, improving teaching efficiency. The study proposes a teaching process based on the flipped classroom model for Mathematics to develop students' mathematical problem-solving skills and illustrates this process in teaching the content “Right prism, regular prism” (Math 11). To improve the quality of teaching Mathematics with this model, it’s required that teachers prepare diverse, rich and easy-to-understand learning materials. During class time, teachers need to create a positive learning environment, allowing students to share ideas, then to provide them with guidance to solve problems. In addition, teachers need to monitor and evaluate students' learning process regularly to adjust teaching methods, to ensure each student's learning effectiveness and progress.

Hiểu nhầm khái niệm của học sinh trong học tập chủ đề “Xác suất có điều kiện” (Toán 12): Một nghiên cứu trường hợp

2025-06-22T07:06:38+00:00

Probability is an important field with many applications in sciences and practice. Many professions require basic knowledge and reasoning about probability to make decisions on uncertainty-related problems. However, conditional probability is an abstract concept which causes many difficulties and misunderstandings for students when solving problems. This study aims to examine and classify the types of misperceptions related to the concept of conditional probability among grade 12 students when solving problems in a real-life context, subsequently pinpointing the issues for further research to overcome these misunderstandings. The research results emphasize the need for further research to seek effective teaching methods for the topic “Conditional probability” (Mathematics 12) to promote students' understanding and overcome their misperceptions.

Bồi dưỡng năng lực tự học cho sinh viên khối ngành Kĩ thuật thông qua các bài toán thực tiễn nội dung “Biến đổi Laplace” trong dạy học Toán cao cấp

2025-06-23T08:22:14+00:00

Self-study competency is an innate attribute of each individual; however, it is not fixed but rather dynamic, and develops depending on practice and learning experiences within an educational environment. When properly nurtured through training, support, and consistent practice, this competence can be continually strengthened and enhanced, contributing to the formation of learner autonomy, creativity, and independent thinking. Given the pivotal role of self-study in modern education - particularly for engineering students, who must adapt rapidly to the constant evolution of science and technology, this article focuses on investigating and proposing a number of pedagogical strategies aimed at fostering self-study competency through the integration of real-world problems into teaching the “Laplace Transform” content of an advanced mathematics course. The study adopts a theoretical research methodology, analyzing and synthesizing relevant literature. Based on this foundation, the proposed strategies are designed not only to improve teaching effectiveness but also to promote the development of creative, proactive learners with lifelong learning capabilities - aligning with the requirements of education in the era of digital transformation.

Thiết kế và sử dụng web học liệu số theo mô hình học vi mô nhằm phát triển năng lực tự học cho học sinh thông qua dạy học chủ đề “Tốc độ phản ứng” (Hóa học 10)

2025-06-23T08:36:10+00:00

In the current context of education in our country, digital learning materials play an important role in fostering self-study competency among high school students. In this paper, we introduce the foundation and designing process of a digital learning material system based on the micro-learning model “ChemBridge web”. Also, the researchers propose measures for its application in teaching the topic “Reaction Rate” to enhance the self-study competence of 10th-grade students. The study was conducted empirically on 196 students from two high schools in Nghệ An province to measure the results before and after the intervention. The experimental results show that the ES value is 0.79 and the independent t-test value p = 1.56 × 10⁻⁷, indicating a significant impact on students' self-study competence. The findings confirm the effectiveness and feasibility of the digital learning material system based on the micro-learning model “ChemBridge web” in developing students' self-study competence in chemistry education.

Khung lí thuyết ROAD-MAPPING cho các nghiên cứu về các chương trình giảng dạy bằng tiếng Anh trong giáo dục đại học Việt Nam

2025-06-23T08:48:08+00:00

This article introduces and analyzes the application of the ROAD-MAPPING theoretical framework (Dafouz & Smit, 2016) to study and comprehensively evaluate the implementation of English Medium Instruction (EMI) programs in higher education in Vietnam. ROAD-MAPPING with its six intersecting dimensions provides an effective analytical tool to explore the internal and external factors influencing EMI. The article discusses the applications of ROAD-MAPPING in international studies, illustrating how this theoretical framework has been used to analyze issues related to EMI in various countries. The authors also synthesize several studies on EMI in the context of Vietnam through the lens of ROAD-MAPPING. These studies use the ROAD-MAPPING framework to analyze EMI practices in Vietnamese universities, highlighting issues such as limited English proficiency, the dominance of non-educational goals, and the lack of appropriate teaching materials. The article proposes the use of the ROAD-MAPPING framework as an essential tool for further clarifying the implementation of EMI programs in Vietnam, thereby contributing to the improvement of policies and teaching practices to develop a more effective multilingual academic environment.

Quản lí dựa trên nhà trường: Mối tương quan giữa quyền tự chủ và trách nhiệm giải trình của các trường phổ thông ở Việt Nam

2025-06-23T08:55:34+00:00

School-Based Management is a widely implemented model in schools worldwide, with autonomy and accountability as fundamental characteristics. This paper examines the current relationship between autonomy and accountability in Vietnamese general schools to propose measures for increasing autonomy and accountability across various operational domains, aligning with national policies and international educational reform trends. The study, based on data from 811 school administrators, teachers, and school board members from primary and lower secondary schools in three major provinces and cities of Vietnam (Ninh Bình, Huế, and Ho Chi Minh City), was analyzed using SPSS 22.0. The findings indicate that autonomy and accountability in general schools regarding organizational management, personnel management, curriculum planning and implementation, textbooks, teaching materials, financial management, infrastructure development, and resource mobilization are rated relatively low. The study also reveals a strong correlation between autonomy and accountability, showing that the higher the autonomy granted to general schools, the greater their level of accountability. Therefore, to enhance accountability, it is essential to increase the autonomy of general schools.

Nghiên cứu các yếu tố ảnh hưởng đến hứng thú nghề nghiệp của sinh viên Trường Đại học Luật Hà Nội

2025-06-23T08:58:07+00:00

Career interest not only helps improve students’ learning efficiency but also contributes to clear and sustainable career orientation in their future. This study aims to identify factors affecting career interest of Hanoi Law University undergraduates. The research sample includes 408 students from different training majors. Data were collected by questionnaires and in-depth interviews, then analyzed by SPSS 20.0 software. The results show that subjective factors such as personal interests, passions, and capacity as well as career awareness have a great influence on career interest. Meanwhile, objective factors such as social needs, job opportunities and income also play an important role. The research results serve as a reference to propose measures to improve career interest among law students in the current context.