Tạp chí Giáo dục

Tổng quan một số công trình nghiên cứu về giáo dục quốc phòng và an ninh trên các tạp chí khoa học tại Việt Nam từ năm 2000 đến năm 2025 theo mô hình phân tích thư mục định lượng

2025-10-15T01:56:41+00:00

In the context of comprehensive educational reform and the growing need to strengthen national defense and security education to meet the tasks of safeguarding the nation, an overview of research in this field is essential. This article reviews studies on National Defense and Security Education published in Vietnamese scientific journals between 2000 and 2025, employing the quantitative bibliometric analysis model of Zakaria et al. (2021). From 40 selected articles, 10 representative studies were analyzed in depth. The findings highlight significant achievements in defining objectives, content, teaching methods, and facilities for the subject, while also revealing research gaps such as the lack of in-depth quantitative studies, limited international comparative research, and insufficient theoretical foundations aligned with new Party and State policies. Based on keyword analysis, the author proposes three priority directions for future research: the learning environment, the role of teachers, and the relationship between learners and learning outcomes.

Một số vấn đề về quản lí xây dựng văn hóa nhà trường phổ thông thích ứng với chuyển đổi số và đề xuất giải pháp

2025-10-15T02:02:23+00:00

In the context of digital transformation profoundly reshaping educational activities, building school culture at the general education level has become a strategic imperative to ensure adaptability, sustainable development, and the enhancement of comprehensive educational quality. Grounded in the theoretical foundations of educational management and organizational culture, this paper approaches the issue from a management science perspective, thereby conceptualizing “managing the development of school culture in the context of digital transformation” as a purposeful, systematic process closely linked to the characteristics of the digital environment. The proposed management model is structured around four key functions: planning, implementation, leadership, and evaluation - emphasizing the integration of digital cultural values, the application of digital technologies, and the development of digital competencies among staff. Based on the synthesis of internal evaluation reports and implementation data from selected localities, the paper identifies several challenges related to awareness, execution competency, assessment tools, and coordination across different levels of the education system. Accordingly, five groups of management solutions are proposed to enhance the effectiveness of school culture development, thereby fostering a value system aligned with the digital education environment and contributing to human development in the digital era.

Phát triển đội ngũ cán bộ quản lí trường trung học phổ thông trong bối cảnh chuyển đổi số: Một số vấn đề lí luận

2025-10-15T02:11:56+00:00

In the context of the Fourth Industrial Revolution and the rapid process of digital transformation, general education is facing the urgent requirement of comprehensive innovation in both management and teaching. School administrators, particularly principals and vice principals, play a pivotal role in orienting and leading schools to adapt to these changes. However, current practice reveals that their digital competence remains uneven; many administrators still encounter difficulties in data utilization, technology application, and the organization of digital teaching. This situation underscores the need for systematic research to clearly define: (1) the concept and role of school administrators in the digital transformation context; (2) the core digital competencies that administrators need to be equipped with; (3) the content of developing the management team in accordance with the School Principal Standards (MOET, 2018), adjusted to the digital education environment. Accordingly, the article contributes not only theoretically, by supplementing the competence development framework for school administrators, but also practically, by orienting the enhancement of educational management quality at the high school level.

Xây dựng chủ đề tích hợp trong môn Công nghệ ở trường trung học cơ sở

2025-10-15T02:18:41+00:00

In the context of the 2018 General Education Curriculum emphasizing comprehensive competency development and interdisciplinary integration, integrated teaching of Technology subjects at the secondary level is considered an appropriate approach to connect knowledge with real-life production and practice. This study develops integrated teaching topics following a five-step process. The results include the design of several integrated lesson plans, notably the topic “Applying electronic components to design and build a fire alarm system for a smart house”, which illustrates how to organize learning activities through small projects, experiential tasks, and the application of interdisciplinary knowledge. In addition, the study proposes a set of criteria to assess students’ achievement levels in alignment with the new curriculum requirements. Accordingly, it recommends that teachers actively engage in research, flexibly apply project-based and experiential teaching methods, and effectively utilize school facilities to enhance the quality of integrated teaching of Technology subjects in practice.

Mô hình “lớp học đảo ngược” tích hợp dạy học vi mô, dạy học tình huống và nghiên cứu bài học trên nền tảng số trong phát triển năng lực dạy học: Một nghiên cứu tại Trường Đại học Thủ Dầu Một

2025-10-21T03:15:54+00:00

The requirement to shift from content-based training to competence-based training has posed new challenges for teacher training institutions. This study investigates the design and implementation of a flipped classroom model that integrates microteaching, case-based learning, and lesson study on digital platforms to foster teaching competence in natural and social science education among pre-service primary teachers. Quantitative analysis revealed statistically significant improvements in teaching competence across five core domains: lesson objective formulation, instructional strategy selection, educational technology integration, activity design, and formative assessment. Qualitative data from student reflection journals, peer evaluations, and interviews demonstrated enhanced critical thinking, professional autonomy, and collaborative capacity. The findings affirm the effectiveness of integrating active learning approaches through digital platforms and offer implications for scalable and competence-based innovation in primary teacher education.

Phân tích nhận thức và hành vi sử dụng trí tuệ nhân tạo trong học tập của sinh viên Phân hiệu Trường Đại học Sư phạm Thành phố Hồ Chí Minh tại Long An

2025-10-21T03:24:29+00:00

Along with the development of digital technology, many large language models have emerged, significantly changing the methods of teaching and learning at universities. This study reflects the impacts of artificial intelligence (AI) on students in the learning process. Using a qualitative research method, in-depth interviews were conducted with first-year students from various majors at the Long An Campus of Ho Chi Minh City University of Education. The results clearly show the dual nature of AI: while it brings many conveniences to learning, it also harbors many potential risks. The study also analyzes students' efforts in their awareness and behaviors to standardize information from AI and mitigate negative impacts, in order to balance the convenience of AI with the development of their thinking in the learning process. The research findings provide an additional qualitative perspective on the awareness and behaviors of using AI in learning, serving as a practical basis for proposing effective AI usage policies.

Dạy học chủ đề STEAM thiết kế trang phục từ cảm hứng thiên nhiên và vật liệu tái chế cho học sinh lớp 6 tại trường trung học cơ sở

2025-10-21T03:28:29+00:00

The development of STEAM education is a contemporary appropriate approach for using in Technology, a subject closely connected with real-life practice, focusing on design and creativity skills.. The paper was conducted in the context of a dramatic transformation in Vietnam’s general education curriculum, shifting to one that focuses on the development of learners’ qualities and competencies in an integrated interdisciplinary approach that will equip students with the skills needed for the twenty-first century. This paper reviews the theoretical background of STEAM education and the elements of teaching STEAM‐based themes in Technology to provide a lesson framework and an approach to teaching STEAM themes using a focused application of designing dress pieces relating to nature and materials that can be recycled, in Technology subject in Grade 6. The framework and the approach are presented in a straightforward sequence of stages, including the concepts of inspiration sources selection, development of design sketches, construction of the final piece, and presenting the outcomes. Through this thematic learning process of STEAM, the students are expected to develop in totality: their knowledge, skills, creativity, aesthetic appreciation and social responsibility.

Dạy học bài “Thực hành: Xác định động lượng của vật trước và sau va chạm” (Vật lí 10) với sự hỗ trợ của công nghệ thực tế ảo (VR)

2025-10-21T03:33:35+00:00

In the current Industrial Revolution 4.0, technology has been widely applied in teaching and learning in schools. Applying virtual reality technology (VR) in teaching helps teachers simulate phenomena and experiments in a visual and vivid way, thereby increasing students' ability to absorb and enjoy learning. Thanks to the highly interactive learning environment, students can actively explore, practice and consolidate knowledge more effectively. This study proposes a process for teaching physics practice with the support of VR technology and illustrates the process for teaching the lesson "Practice: Determining the momentum of an object before and after collision" (Physics 10). Teaching Physics with the support of VR technology contributes to improving the effectiveness of teaching Physics, helping teachers reduce the time spent instructing students, making students more interested and understanding the lesson better. However, the implementation of this technology also poses requirements for technical infrastructure, investment costs and teachers' information technology competence.

Chuyển đổi số giáo dục đại học: Yêu cầu năng lực số và những thách thức đối với đội ngũ quản lí và giảng viên

2025-10-21T03:38:04+00:00

Digital transformation is exerting a profound impact on higher education, requiring university managers and lecturers to develop digital competencies in order to adapt and enhance their effectiveness. This article examines the theoretical foundations of digital transformation and digital competencies in educational management, while also analyzing the current practices of training and fostering digital competencies in Vietnamese universities. The study identifies key barriers, including resistance to change among managers, limitations in infrastructure and resources, unequal access to digital opportunities, and challenges related to data security. Based on these findings, the paper proposes a set of solutions, such as raising awareness, investing in infrastructure, bridging the digital divide, strengthening data security, and promoting partnerships with technology enterprises. These solutions are expected to contribute to effective management, innovative teaching

Trí tuệ nhân tạo trong giáo dục đại học: Tổng quan hệ thống về xu hướng ứng dụng và khoảng trống nghiên cứu

2025-10-21T06:41:22+00:00

Amid the ongoing wave of digital transformation in higher education, artificial intelligence (AI) is increasingly expected to serve as a key enabler of innovation in teaching, institutional governance, and decision-making. However, both theoretical and practical perspectives reveal ongoing debates surrounding its effectiveness, ethical risks, and issues of digital inequality. This study synthesizes 35 peer-reviewed articles published in the Scopus database between 2020 and 2025 to identify prevailing trends and existing research gaps in AI applications. The findings indicate that AI has had positive impacts in three main areas: (1) supporting personalized learning, enhancing assessment, and improving interaction; (2) strengthening administrative efficiency and facilitating strategic decision-making; and (3) raising critical concerns about privacy, algorithmic bias, and digital inequality. Nevertheless, most current studies are small-scale, experimental in nature, and concentrated in developed countries, failing to capture the diversity of global educational contexts. The study recommends expanding interdisciplinary approaches, developing clear ethical policy frameworks, and promoting digital competence among lecturers and students, thereby advancing a responsible and human-centered model of AI integration in higher education.

Hoạt động phục vụ cộng đồng của giảng viên tại một số nước phát triển và kinh nghiệm cho Việt Nam

2025-10-21T06:49:05+00:00

Community engagement has become one of the three key pillars of higher education, alongside teaching and scientific research. In developed countries such as the United States, the United Kingdom, Japan, and Germany, this activity is considered a professional responsibility of faculty members and a core component of universities' missions. Through models such as servicelearning, applied research, and community partnerships, faculty members play a crucial role in addressing societal challenges. However, in Vietnam, despite legal provisions acknowledging community engagement, implementation remains limited due to a lack of supportive policies, the absence of clear evaluation criteria in faculty promotion systems, and resource constraints. This study suggests that Vietnam should learn from developed countries by establishing a well-defined policy framework, incentivizing faculty participation, and strengthening the connection between universities and communities. Enhancing community engagement in higher education not only improves academic quality but also contributes to sustainable social development.

Ảnh hưởng của mức độ sẵn sàng công nghệ đến ý định sử dụng thực tế ảo trong giảng dạy của giáo viên

2025-10-21T06:53:44+00:00

Applying technology in education is not only a global trend but also an important driver in the context of educational reform in Vietnam. Among these technologies, virtual reality (VR) provides immersive and interactive learning experiences that support the innovation of teaching methods. This study surveyed 268 high school teachers in Ho Chi Minh City, using the Technology Readiness and Acceptance Model (TRAM) to analyze the factors influencing their intention to use VR in teaching. The results show that perceived usefulness is the strongest direct factor influencing intention, followed by positive attitudes toward technology. In addition, positive technology readiness factors (optimism, innovativeness) promote, while negative factors (insecurity, discomfort) hinder, teachers’ perceptions of the usefulness and ease of use of VR. These findings provide important implications for enhancing teachers’ perceptions and attitudes, thereby promoting the application of VR in the context of digital transformation in education.

Quản lí liên kết đào tạo nghề giữa nhà trường và doanh nghiệp: Kinh nghiệm quốc tế và một số khuyến nghị

2025-10-21T07:05:56+00:00

In the context of globalization and international integration, enhancing the quality of human resources has become a pressing requirement for vocational education. The vocational training linkage between schools and enterprises is an important solution to connect training activities with social needs and the labor market. Practice in Vietnam reveals that the implementation of this linkage still faces numerous limitations, including program development, output standards, criteria for evaluating learning outcomes, and the participation of enterprises in teaching, practice guidance, resource support, and the recruitment of human resources after training. Based on international experience, the study focuses on analyzing models and management mechanisms of vocational training linkages, thereby drawing lessons that can be applied to Vietnam's practical conditions. The research results contribute to proposing management solutions that improve the effectiveness of cooperation between schools and enterprises, thereby enhancing the quality of vocational training, meeting the needs of social human resources, and fulfilling integration requirements in the current period.

Giáo dục tích hợp trong phát triển kĩ năng giải quyết vấn đề cho trẻ mẫu giáo 5–6 tuổi: Một số vấn đề lí luận

2025-10-21T07:18:17+00:00

In the context of early childhood education reform oriented toward competence development, problem-solving skills constitute a core competency that must be fostered from an early age, particularly in preschool children aged 5–6 as they prepare for primary school. This study conceptualizes integrated education as a pedagogical approach that informs the entire process of designing, organizing, and assessing learning activities through cross-disciplinary connections and real-world applications, rather than merely treating it as a discrete organizational format. The article synthesizes theoretical foundations of integrated education and problemsolving, analyzes their interrelationship, and proposes a five-step framework for organizing integrated education activities aimed at promoting problemsolving skills in 5–6-year-old children. This framework offers flexible applicability in early childhood teaching practice, contributing to the comprehensive competency development of children in alignment with the objectives of the current early childhood education curriculum.

Thiết kế kịch vải trong hoạt động cho trẻ mầm non làm quen với tác phẩm văn học

2025-10-22T08:10:48+00:00

Panel theater is applied in many activities for preschool children to promote interest, creativity, and stimulate children's imagination. For activities to familiarize children with literary works, the application of panel theater shows a clear advantage. The article presents the advantages of panel theater in activities for preschool children, how to design panel theater to apply to organize children to familiarize themselves with literary works, including principles, steps and some notes when designing panel theater. Organizing well activities to familiarize children with literary works is one of the methods that contribute to improving the effectiveness of educating children in preschools.

Tư duy hệ thống trong tiếp nhận văn học – một giải pháp cá nhân hóa trong dạy học đọc hiểu văn bản văn học

2025-10-22T08:17:15+00:00

Integrating systemic thinking into teaching reading comprehension of literary texts contributes to improving the quality of reception, creating conditions for developing comprehensive capacity and affirming the personal mark of students. This study proposes the application of systemic thinking as a personalized solution in teaching reading comprehension of literary texts at the secondary level. The pedagogical experiment was conducted for two weeks at two high schools with 170 grade 12 students, divided into experimental groups (taught using systemic thinking) and control groups (taught using traditional methods). The results showed that the experimental group had significantly higher average scores, and the learning products demonstrated logical thinking capacity, knowledge modeling and creativity. This affirms the effectiveness and feasibility of integrating systemic thinking into teaching Literature, contributing to improving the quality of reception and developing comprehensive competency of students.

Phát triển năng lực giải quyết vấn đề toán học cho học sinh thông qua dạy học chủ đề “Hàm số và đồ thị” (Toán 10) với sự hỗ trợ của phần mềm Desmos

2025-10-22T08:25:07+00:00

The 2018 general education program for Mathematics aims to form and develop students' qualities and mathematical competences instead of just imparting knowledge. In particular, the competency to solve mathematical problems is one of the five mathematical competencies that need to be formed and developed for students. The study proposes a teaching process for solving mathematical problems with the support of Desmos software to develop students' competence to solve mathematical problems and illustrates this process through teaching and solving problems on the topic "Functions and Graphs" (Math 10). Desmos software is integrated as a visualization and interactive tool, helping students remember and understand knowledge deeply; allowing students to self-check their hypotheses and explore the relationships between factors in the problem. However, to effectively use this software in teaching Math, teachers need to design appropriate teaching activities, clearly define the goals to be achieved and avoid abusing tools that will make students rely too much on visualization and lack logical thinking.

Phát triển năng lực tìm hiểu thế giới tự nhiên cho học sinh thông qua bài tập Hóa học chủ đề “Ester - Lipid” (Hóa học 12) theo tiếp cận PISA

2025-10-22T08:30:39+00:00

In the context of current general education innovation, especially the shift from traditional teaching to teaching to develop students' competence, the construction and application of exercises according to the PISA approach is increasingly concerned. PISA (Programme for International Student Assessment) not only assesses knowledge but also focuses on the ability to apply knowledge in practice, thereby helping students develop problemsolving skills, critical thinking and scientific understanding. However, many teachers still have difficulties in designing exercises according to the PISA approach. This study presents the construction and use of exercises according to the PISA approach on the topic “Ester - Lipid” (Chemistry 12) and the results of pedagogical experiments in two high schools in Quang Tri province to evaluate the effectiveness of chemistry exercises according to the PISA approach in developing students' competence to explore the natural world from a chemical perspective. The results of the pedagogical experiment at two high schools in Quang Tri province showed that the experimental classes had a higher competency to learn about the natural world from a chemical perspective than the control class. The difference between the experimental and control classes was statistically significant.

Xây dựng bài tập đánh giá năng lực nghiên cứu khoa học trong dạy học Sinh học 11

2025-10-22T08:37:30+00:00

Assessment plays a crucial role in the teaching and learning process, enabling teachers to monitor progress, adjust instructional strategies, and guide learning activities in alignment with the goals of developing students' competencies and qualities. Among the core competencies that need to be fostered in high school students, scientific research competence stands out as particularly essential. This competence is reflected in students' higher-order thinking, problem-solving abilities, and their competence to conduct research systematically and logically. The effectiveness of assessment largely depends on the tools used. Tasks and exercises are considered effective instruments for gathering evidence of students’ learning processes and their ability to apply knowledge in practice. Therefore, designing performance-based tasks to assess scientific research competence in Grade 11 Biology is both necessary and beneficial. It not only supports the evaluation process but also contributes to the development of students' critical thinking and real-world application skills. This article proposes a structured process for designing tasks to assess scientific research competence, grounded in competencybased education theories and practical teaching experience. The proposed process was validated through scientific methods including document analysis, expert consultation, and survey data analysis, ensuring its objectivity, reliability, and practical applicability in current Biology teaching.

Ứng dụng viễn thám và hệ thống thông tin địa lí (GIS) để tổ chức hoạt động trải nghiệm trong dạy học Địa lí 10

2025-10-22T14:14:22+00:00

Experiential learning is a modern pedagogical approach that is being widely implemented both in Vietnam and globally. In the context of rapid information technology development, the application of Remote Sensing and Geographic Information Systems (GIS) in experiential teaching of Grade 10 Geography at high schools not only provides a rich and visual source of learning materials but also supports teachers in designing practice-oriented learning topics. As a result, students are given the opportunity to achieve learning objectives while developing subject-specific qualities and competencies. This study proposes several activities and concrete illustrations of integrating Remote Sensing and GIS into experiential teaching of Grade 10 Geography at high schools. Accordingly, this study suggests various opportunities for teachers to apply Remote Sensing and GIS in organizing experiential activities for students in geography teaching at high schools.

Phát triển năng lực tìm hiểu địa lí cho học sinh lớp 12 trung học phổ thông qua dự án nghiên cứu

2025-10-22T14:19:06+00:00

Geographical research competence is a core requirement of the 2018 General Education Program. Teaching based on research projects is considered a suitable approach. This article proposes a process for designing and implementing a geographical research project to develop this capacity for 12th grade high school students. The process includes four steps: determining the project name and hypothesis; disseminating evaluation criteria and implementation instructions; organizing research; evaluating results. At the same time, the article presents some principles of project design such as: linking to practice, being suitable for students' capacity, promoting initiative. Research projects help students develop geographical thinking and practical skills and improve teaching effectiveness in the direction of competence development. Experimental results at Cam Le High School, Da Nang City show that the research project contributes to linking theory with practice, promoting students' initiative and research thinking. However, data processing and presentation skills still need further support. The results confirm the feasibility and effectiveness of the research project in developing geographical research competence at high school level.

Thiết kế cẩm nang hỗ trợ giáo viên tích hợp giáo dục kĩ năng công dân số cho học sinh tiểu học trong dạy học môn Lịch sử và Địa lí lớp 5

2025-10-22T14:22:05+00:00

In today's digital age, equipping primary school students with digital citizenship skills is extremely necessary. The study identified the urgency of integrating digital citizenship skills education, especially competency domain 1 Data and information mining, into teaching History and Geography in grade 5. To support teachers in effectively implementing the integration of digital competency domain 1, the study has developed a Handbook to support teachers in integrating digital citizenship skills education. The test results show that the handbook provides practical reference materials, helping teachers organize effective integrated teaching and supporting students in using information and communication technology safely and effectively in learning. The handbook is highly appreciated for its completeness, clarity, practicality and long-term applicability. The handbook is highly appreciated for its completeness, clarity, practicality and long-term applicability, convenient for primary school teachers to use to integrate digital citizenship skills education for students in History and Geography subjects for grade 5.

Câu hỏi dựa trên học liệu trực quan trong đề thi AP môn Lịch sử (Mỹ) và gợi ý vận dụng tại Việt Nam

2025-10-22T14:28:21+00:00

Innovation in competence assessment in general and innovation in test design in particular is one of the important links in the innovation of the 2018 General Education Curriculum in Vietnam. For History, building assessment tests based on materials sources is a principled approach based on the characteristics of the subject. In countries with advanced education such as the US, for many decades, the design of History assessment tests has always been based on reliable and diverse data sources. However, in Vietnam, this approach is still a big gap in both research and practical implementation. Based on theoretical research methods, case studies and comparative research, this article analyzes the characteristics and advantages of the question format based on visual materials in the AP History exam (US) and suggests applications for innovation in History assessment tests in Vietnam.

Thiết kế kế hoạch dạy học khám phá khoa học chủ đề “Trái Đất và bầu trời” theo hướng tích hợp cho trẻ 3–6 tuổi ở trường mầm non

2025-10-22T14:32:08+00:00

While numerous studies have explored the process of developing thematic teaching units, research focusing on the design of a thematic monthly teaching plan specifically addressing “Earth and sky” for preschool children aged 3-6 remains limited. Building upon established theories of curriculum planning, this study constructs an illustrative thematic monthly plan for “Earth and sky”, encompassing the following elements: identification of objectives, content networks, and activity networks. Evaluation results from 20 early childhood education experts indicate that the thematic monthly plan was highly rated for its rationality, scientific validity, feasibility, and effectiveness. This research provides a concrete example for preschool teachers in designing thematic monthly teaching plans for “Earth and sky,” facilitating children's construction of a foundational scientific knowledge base that seamlessly transitions to primary education within the framework of the general education curriculum. Furthermore, the findings serve as a basis for subsequent experimental studies aimed at assessing the impact of the “Earth and sky” thematic monthly plan on children's development within the preschool setting.

Dạy học chủ đề STEM “Đèn năng lượng mặt trời ở buôn làng Tây Nguyên” trong môn Khoa học lớp 5 theo tiếp cận dựa vào bối cảnh

2025-10-22T14:37:18+00:00

Teaching STEM topics aligns with the integrated approach of the Grade 5 science curriculum, helping to build and develop essential qualities and skills in students. Context-based teaching approach connects science content with the real world, giving students the chance to explore and solve problems right in their own environment. The article proposes a context-based teaching approach process for a Grade 5 science STEM topic, using “Solar lights in the Tay Nguyen village” as an example. Our findings show that teaching STEM topics through a context-based approach is appropriate for implementation in Grade 5 Science. This approach helps to make the teaching content more practical and encourages students to actively apply interdisciplinary knowledge to solve real-life problems. Ultimately, this approach helps to improve the effectiveness of Grade 5 Science teaching, meeting the demands of modern educational reform.

Vận dụng kĩ thuật mảnh ghép trong dạy học chủ đề “Năng lượng và cuộc sống” (Khoa học tự nhiên 6) nhằm phát triển năng lực giải quyết vấn đề và sáng tạo cho học sinh

2025-10-22T14:41:59+00:00

In the context of education aiming at developing students' competence, choosing active teaching methods to improve problem-solving and creativity is an important requirement. The article focuses on studying the application of Jigsaw method in organizing learning activities for 6th grade students with the topic “Energy and Life” (Natural Science 6). Based on theoretical research, the authors develop a lesson plan oriented to competence, in which students are organized to study in groups, performing differentiated and integrated tasks. The research results contribute to clarifying the relationship between the Jigsaw method and the development of problem-solving and creativity, and at the same time suggest ways to design effective lessons that can be implemented in general education practice. The article also recommends continuing in-depth and experimental research to verify the effectiveness of this design.

Dạy học chủ đề “Sinh vật và môi trường” (Khoa học tự nhiên 8) thông qua vấn đề thực tiễn nhằm phát triển năng lực giải quyết vấn đề cho học sinh

2025-10-23T03:18:42+00:00

According to the 2018 General Education Curriculum, problem-solving competence is identified as one of the core competencies that must be fostered through teaching and learning. Teaching based on real-world problems not only enables students to acquire knowledge but also helps them develop analytical skills, creativity, collaboration, critical thinking, and problemsolving competence. This article focuses on applying real-world problembased teaching to develop students’ problem-solving competence in the topic Organisms and the Environment within Grade 8 Natural Sciences. Based on theoretical and practical analysis, the study proposes a three-phase teaching process: (1) Designing lesson plans through real-world problems; (2) Organizing instruction through real-world problems to develop problemsolving competence; (3) Evaluation and improvement. Employing three main research methods (theoretical study, expert consultation, and statistical analysis), the article affirms the feasibility and significance of applying realworld problem-based teaching in Natural Sciences. It also suggests an approach to enhance teaching quality and meet the requirements of competency development for students in the current educational context.

Tích hợp nội dung văn hóa và phát triển kĩ năng ngôn ngữ trong dạy học tiếng Anh theo tiếp cận CLIL: Trường hợp sách giáo khoa “Global Success” lớp 10

2025-10-23T03:23:47+00:00

In the context of implementing the 2018 General Education Program and the globalization trend, developing language competence and intercultural communication competence has become an urgent requirement in English teaching. Content and Language Integrated Learning - CLIL is considered a practical approach to combine language teaching with cultural, scientific, and social content. Based on the theory of CLIL and intercultural competence, this study analyzes the level of artistic content integration in teaching English to grade 10 students through the “Global Success” textbook series. It simultaneously surveys the awareness and practice of 142 teachers in Ca Mau province. The results indicate that the integration of culture and language skills according to CLIL has considerable potential, but it is not uniform. The “Global Success” textbook series exhibits a clear orientation, but the level of integration between lessons and skills is limited; many activities fail to encourage critical thinking or cultural comparison. On the teachers’ side, awareness of CLIL is increasingly enhanced; however, its application in practice is hindered by a lack of suitable learning materials, inadequate indepth training, and time constraints. The study contributes to clarifying the current status of CLIL integration in English teaching in Vietnam. It suggests directions for improvement to improve the quality of language education in the context of integration.

Thiết kế và tổ chức dạy học bài học STEM trong môn Tin học (chủ đề E - Ứng dụng tin học) ở trường trung học cơ sở: Nghiên cứu trường hợp tại Hà Nội

2025-10-23T03:29:06+00:00

STEM education is a global trend for developing student competences in the digital era. In Vietnam, integrating STEM into secondary Informatics faces challenges like lack of resources, materials, and models. This study proposessolutionsfor Topic E. STEM-based lessonsin Topic E improved learning outcomes and engagement. The experimental group scored higher (8.39 vs. 7.6) than the control group, with statistical significance (p < 0.05). Students also showed greater interest, collaboration, and creativity through projects like digital greeting card design. Findings support innovations in Informatics teaching and help teachers overcome implementation barriers. The study offers feasible themes, structured teaching processes, and AI-based rubrics. The model can be scaled to other grades and subjects to enhance education quality and competence development.

Vai trò của hội đồng trường mầm non công lập trong tự chủ chương trình giáo dục: Thực trạng và đề xuất biện pháp

2025-10-23T03:34:10+00:00

Since the late 20th century, in response to the demand for human resources in the 21st century and to overcome the consequences of socio-economic crises, the trend of “school autonomy” has become widespread on a global scale. In Vietnam, the implementation of autonomy in educational institutions in general, and in preschools in particular, is still at an early stage and thus faces numerous difficulties and challenges. This article examines the role of school councils in public preschools, based on their responsibilities and authorities as stipulated in the Preschool Charter, as well as survey findings on their current role in the implementation of curriculum autonomy. The results indicate the need for a more accurate and comprehensive understanding of the roles, responsibilities, authorities, and operational methods of school councils, so as to enhance their collective contribution to the goals and developmental orientation of preschools.

Quản lí hoạt động tự đánh giá trong kiểm định chất lượng giáo dục ở các trường mầm non: Nghiên cứu tại xã Nhơn Trạch, tỉnh Đồng Nai

2025-10-23T03:37:38+00:00

Practice shows that the management of training activities in many preschools still has many limitations, requiring objective and comprehensive research and evaluation. The article studies the current status of self-assessment management in educational quality accreditation at preschools - one of the important steps in the educational quality accreditation process. The study focuses on analyzing the role of managers, the level of awareness of staff and teachers, as well as the advantages and difficulties in the process of implementing self-assessment activities. The results of the current status study are a practical basis for managers to develop measures to improve the quality of self-assessment activities in educational quality accreditation t at preschools in the study area.

Giáo dục tích hợp theo chủ đề ở trường mầm non: Thực trạng và đề xuất từ nghiên cứu tại phường Đông Ngạc, thành phố Hà Nội

2025-10-23T03:46:15+00:00

Thematic integrated education has been widely recognized as an effective pedagogical approach for fostering holistic development in early childhood education. This study investigated the current state of thematic integrated education applied in preschools within Dong Ngac through classroom observations, teacher interviews, and document analysis. Findings reveal that while teachers acknowledge the importance of integrated instruction, its implementation often lacks coherence, depth, and flexibility. Key challenges identified include limitations in professional training, insufficient appropriate learning resources, and ineffective coordination among different educational domains. The study underscores the necessity of a systematic and contextually relevant support framework to enhance the efficacy of thematic integrated education in early childhood settings. Recommendations include strengthening teacher professional development, supporting curriculum design, and fostering the creation of localized learning materials. These results contribute to a clearer understanding of the integrated approach in early childhood education in Vietnam.

Thực trạng hoạt động giáo dục phát triển kĩ năng xã hội cho trẻ mẫu giáo: Nghiên cứu tại một số trường mầm non ở thành phố Đà Lạt, tỉnh Lâm Đồng

2025-10-23T09:26:23+00:00

Social skills education is an important foundation in shaping the personality of preschool children. This activity helps children regulate their emotions, behave appropriately, practise self-service skills and increase independence, develop comprehensively and be ready to integrate into society, and study effectively. By surveying through questionnaires with 213 subjects (including 36 managers and 177 teachers in 4 preschools in Da Lat city, Lam Dong province), combined with interview methods, the article analyzes the current status of social skills education activities for preschool children in preschools in the surveyed area according to the approach of educational elements. In the 5 surveyed elements, the assessment of the results of social skills education for preschool children has the highest level of implementation and the form of organizing educational activities has the highest implementation results; on the contrary, the content of educational activities has the lowest level of implementation and implementation results. The research results will be an important practical basis for proposing measures to improve the effectiveness of educational activities to develop social skills for preschool children in kindergartens.

Thực trạng và biện pháp quản lí hoạt động giáo dục kĩ năng sống cho trẻ ở các trường mẫu giáo thành phố Long Xuyên, tỉnh An Giang

2025-10-23T09:29:44+00:00

The management of life skills education activities for children in kindergartens in Long Xuyen City, An Giang Province plays an important role in fostering children’s holistic development, creating a positive, childcentered educational environment, while shaping essential habits, behaviors, and competencies such as self-care, communication, cooperation, and adaptability. However, the current situation reveals several limitations, particularly in the awareness and understanding of the importance of this task among school administrators and teachers. To address these issues, it is necessary to implement a range of coordinated measures, including raising awareness among management staff and teachers, strengthening planning, innovating methods and organizational forms, enhancing leadership, improving monitoring and evaluation of life skills education activities, and promoting collaboration and mobilization of resources to support their implementation in kindergartens. These measures are considered both necessary and feasible in practice. If carried out effectively and in a synchronized manner, they will significantly contribute to improving the quality of life skills education for children in kindergartens across Long Xuyen City, An Giang Province.

Thực trạng quản lí hoạt động xây dựng môi trường giáo dục “lấy trẻ làm trung tâm” ở các trường mầm non xã Nhơn Trạch, tỉnh Đồng Nai

2025-10-23T09:33:28+00:00

Building an educational environment for preschool children is a very important and meaningful task for the comprehensive development of preschool children. The educational environment is not only a physical space but also includes spiritual, social and cultural factors, contributing to the formation of personality, intellectual development, skills and emotions for children. The article presents the current status of managing activities to build a child-centered educational environment in preschools in Nhon Trach district, Dong Nai province. The results of the study of the current situation are the basis for proposing management measures to improve the effectiveness of activities to build a child-centered educational environment in preschools in the study area.

Thực trạng ứng phó với cảm xúc lo lắng của cha mẹ có con rối loạn phổ tự kỉ tại khu vực Đông Nam Bộ

2025-10-23T09:39:10+00:00

Autism spectrum disorder is a neurodevelopmental disorder that has lifelong impacts on many areas of functioning. This study aims to explore the coping strategies used by parents of children with autism spectrum disorder in response to anxiety. The research sample consists of 300 parents of children with autism spectrum disorder from six provinces in the Southeastern region of Vietnam. The findings indicate that these parents employ a wide range of coping strategies to manage anxiety. Among them, two adaptive strategies proactive-adaptive coping and seeking social support are the most commonly used. In contrast, spiritual coping, passive-maladaptive coping, and substance use are used less frequently. Statistically significant differences were found between fathers and mothers, as well as between primary and partial caregivers, in how they cope with anxiety. Mothers tend to use more positive strategies such as proactive-adaptive coping and seeking social support, whereas fathers are more likely to resort to substance use. Parents who are the primary caregivers tend to adopt more positive coping strategies, while those who are only partially involved in caregiving are more prone to substancebased coping. These findings form the basis for recommending strategies to improve how parents of children with autism spectrum disorder cope with anxiety.

Quản lí dạy học môn Tự nhiên và Xã hội theo hướng phát triển năng lực giải quyết vấn đề cho học sinh tiểu học ở phường Hà Đông, thành phố Hà Nội: Thực trạng và đề xuất giải pháp

2025-10-23T09:41:17+00:00

In the context of the 2018 General Education Program, which emphasizes the development of learners' competence, fostering problem-solving skills in primary school students through the subject of Nature and Society becomes an urgent requirement. This competency is understood as the ability to recognize, analyze, and propose solutions to situations related to nature, society, and the environment, based on the subject's knowledge and skills. The article combines theoretical research with a survey of managers and teachers at 5 primary schools in Ha Dong ward, Hanoi city, to assess the current situation and propose measures to manage teaching and learning in the direction of developing problem-solving competence. The research results contribute to supplementing the theoretical and practical basis for managing the teaching and learning of the subject of Nature and Society, and at the same time provide suggestions for managers and teachers in implementing teaching and learning to meet the requirements of current educational innovation.

Thực trạng và đề xuất quy trình tổ chức hoạt động trải nghiệm trong dạy học đọc văn bản “Ánh sáng của yêu thương” cho học sinh lớp 2 tại một số trường tiểu học ở thành phố Hải Phòng

2025-10-23T09:45:06+00:00

Applying experiential learning theory in teaching reading in general and teaching reading to grade 2 students in particular contributes to increasing the effectiveness of the lesson, while helping students develop competences and qualities according to the 2018 General Education Program. Through a survey at a number of primary schools in Hai Phong city, the article aims to organize experiential activities in teaching reading the text "Light of love" including three steps with specific ways of applying and illustrating teaching activities. The results show that conducting experiential activities in teaching reading helps teachers identify the right goals, prepare experiential activities to help students be more proactive and interested, and improve the quality of teaching reading. The flexible application of teaching methods and experiential activities helps second graders proactively acquire knowledge, develop creative thinking and arouse their passion for learning, while improving the quality of class time, promoting positivity, initiative and creativity in the process of practicing reading and receiving texts.

Thực trạng và một số đề xuất phát triển văn hóa số trong các trường trung học cơ sở công lập tại huyện Bình Chánh, thành phố Hồ Chí Minh

2025-10-23T09:47:42+00:00

In the context of digital transformation in education being strongly promoted by national orientations (Decision No. 749/QD-TTg and No. 131/QD-TTg), the formation and development of digital culture in secondary schools poses urgent requirements for a theoretical basis and practical evidence. This article describes the level of digital culture implementation according to the PDCA cycle in public secondary schools in Binh Chanh district and proposes measures suitable for the survey results. A mixed-methods design was employed to survey 578 managers and teachers at 18 schools, utilizing a 5- level Likert questionnaire, supplemented by interviews to verify the information. The results show that the digital culture components, according to the PDCA framework, have different levels of implementation: the core value system is assessed more positively, while learning culture and behavioral culture still reveal challenges. In the area of management culture, the "organization and implementation" stage is the point that needs priority improvement. On that basis, the study proposes five measures to develop digital culture according to the PDCA cycle (core values; management; teaching; learning; behavior), with implementation orientation and support conditions at the school level, contributing to providing an empirical reference framework for governance and management of digital transformation in local public secondary schools.

Vai trò của nhà trường trong phát hiện và hỗ trợ trẻ em bị xâm hại tại gia đình: Nghiên cứu tại một số trường trung học cơ sở ở tỉnh Bắc Ninh

2025-10-23T09:50:54+00:00

Child maltreatment is a critical issue affecting children's physical and psychological well-being, yet many remain undetected due to cultural stigma, limited awareness, and inadequate intervention mechanisms. Schools, where children spend a significant portion of their time, have the potential to identify and support abused children. This study, conducted in eight secondary schools in Bac Ninh province, explores the gaps in child abuse identification and intervention within the school system. Findings reveal that teachers and students often fail to recognize emotional abuse and neglect, schools lack professional psychological support services, and children hesitate to disclose. To address these challenges, the study proposes key interventions: establishing school-based psychological counseling units, training teachers to detect and respond to abuse, creating confidential reporting channels, and educating students about their rights. Strengthening the role of schools in child protection requires a multi-sectoral approach involving educators, policymakers, and child welfare organizations. By implementing these measures, schools can become safer environments that effectively support children experiencing abuse. These proposals not only aim to improve the school psychological counseling system but also promote close coordination between schools, families and social organizations, contributing to building a safe education system.

Thực hiện nội dung giáo dục hướng nghiệp trong Chương trình Giáo dục phổ thông 2018: Nghiên cứu điển hình tại một số trường trung học cơ sở vùng dân tộc thiểu số

2025-10-23T09:53:22+00:00

Vocational education is an important content of the 2018 general education program, contributing to the formation of career orientation competency for students. For ethnic minority areas, the implementation of vocational education for students is very necessary, especially for secondary school students. This article surveys the implementation of vocational education content in secondary schools in ethnic minority areas with 56 secondary schools (including 13 typical schools). The results show that localities have implemented plans, integrated vocational education into subjects, organized experiential activities and mobilized community participation. However, the results of post-secondary education have not met the target, the rate of students entering vocational training is still low, many students leave school early to work. This shows that career guidance education has had positive changes but still has many limitations, requiring increased coordination between schools, families, and society, innovation in organizational methods and staff training to improve efficiency and meet the target of streaming. The study contributes to providing practical evidence for policy making and suggests directions for improving career guidance activities in accordance with the characteristics of ethnic minority areas.

Biện pháp quản lí hoạt động giáo dục đạo đức cho học sinh trung học cơ sở huyện Chăn Tha Bu Ly, thủ đô Viêng Chăn, nước Cộng hòa Dân chủ Nhân dân Lào

2025-10-23T09:59:01+00:00

Moral education is a core component of the general education curriculum, playing a vital role in shaping students’ holistic development. This study aims to propose management measures for moral education activities for lower secondary school students in Chanthabuly District, Vientiane Capital, Lao People's Democratic Republic. A mixed-methods approach was employed, combining quantitative methods with document analysis. The findings indicate that all five proposed management measures for moral education activities are both necessary and feasible. Implementing these measures in a systematic, synchronized, and flexible manner adapted to the specific conditions of each school can foster positive changes in moral education practices, thereby enhancing the quality of secondary education in the locality and meeting the demands of ongoing educational reform.

Hành vi sử dụng TikTok của học sinh thế hệ Gen Z tại thành phố Hà Nội

2025-10-23T10:04:07+00:00

TikTok is an integral part of the lives of Gen Z students in Hanoi, playing an important role in entertainment and social connection. However, prolonged use of TikTok leads to negative behaviours such as self-deprecation, excessive bragging, and participation in risky trends, influenced by social comparison pressure and dependence on virtual values. This study explores TikTok usage behaviours of Gen Z students (15-18 years old) in Hanoi, focusing on usage time, purpose, user type, and negative manifestations such as social anxiety, low self-esteem, and risk of cyberbullying. Using survey and in-depth interview methods, the study found that TikTok is an important part of students’ daily lives, with dominant behaviours including passive content consumption, content creation, and participation in risky trends. The study proposes practical solutions for students, schools, parents, and the TikTok platform to promote healthy use, minimize risks, and support the positive development of Gen Z in Hanoi.

Hoạt động nghiên cứu khoa học của học viên cao học chuyên ngành Quản lí Giáo dục tại Trường Đại học Thủ đô Hà Nội: Thực trạng và giải pháp

2025-10-23T10:08:16+00:00

The context of innovation in higher education requires improving the quality of scientific research activities for graduate students. This study aims to survey the current situation and propose solutions to promote scientific research activities of graduate students in educational management at Hanoi Metropolitan University. The study uses a mixed method, including a questionnaire survey with 182 students of Courses 5, 6 and 7; in-depth interviews with 10 students, with data processed using descriptive statistics. The results show that 75.3% of students are clearly aware of the importance of scientific research; however, they face many difficulties related to limited research skills, lack of time, and unfamiliarity with modern methodologies. The proposed solutions include: (1) enhancing the training of scientific research skills for students; (2) developing a mechanism to encourage and support the publication of research results; (3) Linking scientific research activities with practical requirements of educational management. The research contributes to providing practical evidence for policy making and training organization, aiming to improve the quality of postgraduate training at Hanoi Metropolitan University.

Quản lí cơ sở vật chất theo định hướng quản trị đại học thông minh: Nghiên cứu trường hợp Trường Đại học Giáo dục - Đại học Quốc gia Hà Nội

2025-10-23T10:30:11+00:00

The smart university model is now a key development trend. Smart university governance, including facility management, requires more research. This is especially important as the 4.0 revolution and digital technology rapidly advance. This paper researches the theoretical basis of facility management, the smart university model, and smart university governance. It analyzes the current state of facility management at the University of Education, Vietnam National University, Hanoi, and subsequently proposes a number of measures for facility management oriented towards smart university governance. These measures include: building a digitized data foundation for physical facilities and integrating it with smart information systems, establishing a Smart Facility Management System (SFMS) that integrates IoT and AI, and developing a skilled workforce for smart facility management. These efforts are aimed at implementing the policies of Vietnam National University, Hanoi, and the University of Education, enhancing the quality of teaching and meeting the demands and trends of institutional governance innovation in the current context of digital transformation.

Giao bài tập cho sinh viên không chuyên Tiếng Anh theo năng lực và sự tiến bộ của sinh viên qua từng tuần: Nghiên cứu tại Trường Đại học Sư phạm Hà Nội

2025-10-23T10:33:09+00:00

Teaching English to non-English majors at university has been of interest to many educational researchers, including experts in foreign language teaching and learning. Not all students quickly grasp theoretical knowledge and complete practical exercises with a high percentage of correct answers. A class can have students of different levels. Therefore, assigning exercises to students according to their competences is equally important, helping them learn at their own pace. This article explores related theories and evaluates the effectiveness of assigning exercises to non-English majors according to their abilities throughout a semester at university. The main method used for the study was classroom observation and regular assessment of student progress through lessons, oral test and mid-term test. The results of the study showed that when non-English majors were given exercises according to their abilities, they felt less pressured and were more comfortable expressing themselves in class. They were attached to their lecturer and class, wanted to come to class every week and were open to talking to their lecturer and classmates. Therefore, the students' learning outcomes gradually improved over the weeks.

Các yếu tố ảnh hưởng đến chất lượng giảng dạy Tiếng Nhật cho sinh viên không chuyên tại Trường Đại học FPT và một số đề xuất

2025-10-23T10:35:55+00:00

In the context of the increasing demand for Japanese language skills in the workplace, especially in Japanese-invested enterprises, improving the quality of non-specialized Japanese language teaching at universities has become essential. FPT University, with its application-oriented training approach, is no exception to this trend. However, practical teaching experiences show that students face numerous challenges in acquiring Japanese due to limitations in teaching methods, learning materials, practice environments, and personal motivation. This study identifies and analyzes the factors affecting the quality of non-specialized Japanese language teaching, revealing that highly applicable teaching methods, lecturer support, appropriate facilities, and student motivation are crucial determinants of teaching effectiveness. Based on these findings, the study suggests improving teaching methods to be more practical, enhancing real-life communication activities, and integrating technology into teaching. The research results not only contribute to improving the quality of training at FPT University but also serve as a valuable reference for other educational institutions seeking to enhance nonspecialized language teaching.

Chất lượng dịch vụ đào tạo từ góc độ sự hài lòng của sinh viên: Một nghiên cứu tổng quan

2025-10-23T10:39:25+00:00

As Vietnamese higher education faces pressure to innovate management practices and improve training quality to meet socio-economic development needs, there is an increasing focus on researching training service quality, particularly from the perspective of student satisfaction. This study systematically reviews literature on university training service quality in Vietnam from 2019 to 2024, following the PRISMA screening process. A total of 35 scientific works were selected for in-depth analysis. The findings highlight three significant trends: (1) There has been a shift from using SERVQUAL/SERVPERF models to education-specific models such as HEdPERF and HEISQUAL, along with a trend toward localization; (2) The quality of lecturers, training programs, and facilities consistently impacts student satisfaction, though the significance of each factor varies based on context; (3) Satisfaction levels significantly differ among student groups, influenced by academic year, type of institution (public vs. private, autonomous), and mode of training. Additionally, the review identifies a notable research gap in national surveys and longitudinal studies. It also points out limitations in linking assessment results to tangible quality improvement measures. The insights gained from this research provide scientific evidence for managing higher education quality in Vietnam and suggest potential directions for future research.

Khám phá trải nghiệm học tập của sinh viên trong bối cảnh tự chủ đại học: Nghiên cứu trường hợp tại một trường đại học công lập ở thành phố Hồ Chí Minh

2025-10-23T10:43:44+00:00

In the context of Vietnam's higher education gradually transitioning to an autonomous model, the quality of teaching has emerged as a top priority. Nevertheless, current surveys are predominantly administrative, paying limited attention to deeply exploring students' learning experiences through the lens of lecturer evaluations. This study investigates the learning experiences of students at a public university in Ho Chi Minh City, employing a combined approach of quantitative and qualitative methods. Utilizing a questionnaire with 11 indicators and open-ended interviews with 309 students, analyzed through thematic coding and Exploratory Factor Analysis (EFA) on SPSS, the research has illuminated four core aspects: teaching competence, teaching style, evaluation methods, and the supportive learning environment, while proposing a practical theoretical framework. This framework highlights the critical role of the supportive environment, aligning with Vietnam's autonomous context where infrastructure and administrative policies play significant roles. The study recommends that universities invest in improving infrastructure, optimize administrative management to enhance learning experiences, and expand research to other contexts to validate the framework's broader applicability.

Nhận thức về chuẩn đầu ra của sinh viên ngành Y học cổ truyền tại Trường Đại học Y Dược Cần Thơ

2025-10-23T14:50:06+00:00

Comprehensive professional competence is a core requirement in medical education, in which program learning outcomes (PLOs) play a pivotal guiding role. This study surveyed 263 fourth-, fifth-, and sixth-year Traditional Medicine students at Can Tho University of Medicine and Pharmacy to analyze their awareness of PLOs across three domains: knowledge, skills, and autonomy - responsibility. Results indicated that overall awareness was very high (Mean=4.30), with the highest in knowledge (4.34), followed by autonomy - responsibility (4.29), and the lowest in skills (4.25), particularly first-aid and emergency coordination. Awareness increased steadily from year 4 (4.10) to year 6 (4.40). The study identified two main gaps: insufficient integration of basic science with clinical practice and delayed development of practical skills. These findings provide empirical evidence for curriculum improvement, emphasizing early and continuous integration and balanced development across the three competency domains.

Hoạt động định hướng nghề nghiệp của Trường Cao đẳng Công nghệ Sài Gòn tại thành phố Cần Thơ và tỉnh Hậu Giang: Thực trạng và giải pháp

2025-10-23T14:55:08+00:00

Identifying Can Tho city and Hau Giang province as two strategic locations, bringing many opportunities and potential for enrollment, Saigon College of Technology has effectively organized many career orientation activities in these two locations. This article evaluates the career orientation activities of Saigon College of Technology (STC) in Can Tho and Hau Giang - two strategic enrollment locations in the Mekong Delta. The results show that STC has achieved initial successes but is still limited in consulting expertise, reach and depth of career orientation for secondary school students. From there, the author proposes three groups of solutions: standardizing the consulting team according to new regulations; prioritizing communication for industries in accordance with regional development planning; and arranging the order of improvement for each career orientation activity according to survey feedback. This recommendation helps STC improve service quality and suggests a reference model for educational institutions in the region.

Phát triển mô hình “Trường trung cấp thông minh” tại khu vực Đồng bằng sông Cửu Long: Nghiên cứu trường hợp Trường Trung cấp Hồng Hà thành phố Cần Thơ

2025-10-23T15:00:25+00:00

In the context of digital transformation in vocational education, developing the “smart intermediate school” model is considered a strategic approach to improve training quality and competitiveness. This study employed a case study methodology at Hong Ha Can Tho College to analyze the theoretical foundations, identify key challenges, and propose a feasible implementation model. The findings suggest a model with five core components: digital transformation in teaching and learning, data management and KPI monitoring, development of digital competences, digital collaboration with enterprises, and fostering an innovation culture. This model can be flexibly applied in private vocational institutions across the Mekong Delta region.

Thực trạng giáo dục lòng biết ơn cho thiếu niên Phật tử tại một số địa bàn của thành phố Hà Nội theo tiếp cận trải nghiệm

2025-10-23T15:04:24+00:00

Gratitude is a moral quality closely related to compassion and is identified as an essential attribute to be cultivated in students under the 2018 General Education Curriculum. However, in practice, gratitude education remains largely formalistic and overly theoretical. An experiential approach to education creates opportunities for learners to engage directly with real-life situations. Therefore, educating gratitude among Buddhist adolescents through an experiential approach is not only a timely demand but also an urgent requirement to enhance the effectiveness of moral education within the Buddhist context. The findings indicate the current state of content and forms of education based on the experiential approach that have been employed by educational stakeholders in fostering gratitude among Buddhist adolescents. These findings provide a foundation for proposing measures to improve the quality of gratitude education in particular and moral education in general for Buddhist adolescents.

Giải pháp nâng cao hiệu quả quản lí học viên của cán bộ ở các học viện, trường sĩ quan quân đội hiện nay

2025-10-23T15:07:40+00:00

The management competence of cadres plays an important role in managing, educating and training students according to the training goals and requirements in military academies and schools. In recent times, the practice of managing students has continuously improved the level of management capacity to fulfill assigned duties and tasks. However, the competence of cadres to manage students still has certain limitations. Therefore, improving the effectiveness of student management of cadres in academies and schools is necessary. This requires comprehensive and synchronous solutions to improve the effectiveness of student management of cadres in military academies and schools today. Based on the review and assessment of related issues, the article proposes a number of solutions to improve the effectiveness of student management in military academies and schools today. Each solution has its own position and role, but there is a dialectical relationship between them. Therefore, in the process of application, it requires the subjects to apply flexibly and creatively to bring high efficiency, contributing to improving the effectiveness of student management of officers in military academies and schools.

Giáo dục phẩm chất kỉ luật quân sự cho học viên các trường sĩ quan quân đội: một số vấn đề đặt ra và đề xuất giải pháp

2025-10-23T15:09:41+00:00

The education of military discipline qualities for cadets at military officer schools, in the current context, serves as a fundamental pathway for shaping the personality and professional identity of future officers, thereby fulfilling the requirements of building a revolutionary, regular, elite, and modern army. Drawing on both theoretical and practical perspectives, this paper proposes several organizational measures for strengthening military discipline education among cadets. These include enhancing awareness and responsibility among educational stakeholders; innovating the content, methods, forms, and evaluation of education; combining persuasive approaches with the strict enforcement of discipline; and fostering a positive environment that enables cadets to actively engage in self-education, training, and the development of military discipline qualities. Through these measures, the study contributes to the comprehensive formation of officer personalities that align with the demands of military modernization and national defense in the new era.

Thực trạng quản lí hoạt động dạy học học phần quân sự chung tại Trung tâm Giáo dục quốc phòng và an ninh - Đại học Huế

2025-10-23T15:13:37+00:00

Managing the teaching activities of the General Military subject at the center for national defense and security education is a decisive factor in the quality of teaching, helping the organization of teaching activities of the general military subject to meet the objectives and requirements, deploying the quality of the subject's content, meeting the requirements of the national defense and security education program for students. The article analyzes the current situation of managing the teaching activities of the general military subject at the center for national defense and security education of Hue University. The article analyzes the current status of management of general military teaching activities at the National Defense and Security Education Center of Hue University. The survey results show that the center has done a good job of managing the implementation of the goals and content of general military teaching activities. However, the management of the implementation of general military teaching methods and evaluation has the lowest implementation results. The research results will be an important practical basis for proposing measures to improve the effectiveness of management of general military teaching activities at the National Defense and Security Education Center of Hue University.

Phát triển năng lực số cho cán bộ quản lí trường phổ thông trong bối cảnh chuyển đổi số: cơ sở lí luận và đề xuất định hướng

2025-10-23T15:15:58+00:00

In the context of the Fourth Industrial Revolution and digital transformation in education, enhancing digital competence for school leaders in general education has become an essential requirement. This article presents theoretical perspectives on the structure of digital competence for educational managers, the specific requirements for such competence, and the management content for developing this competence among school leaders to meet the current demands of educational digital transformation. Based on this analysis, the study proposes key directions for developing digital competence among school leaders: improving policies and competence frameworks, strengthening professional development, investing in infrastructure, mobilizing resources, building professional learning communities, and integrating digital competence criteria into evaluation and appointment processes. The findings highlight the crucial role of digital competence in educational management. The proposed solutions serve as a foundation for future research on implementation models and the assessment of their effectiveness in practice.

Vận dụng khung năng lực giáo viên mầm non trong xây dựng chương trình đào tạo theo định hướng phát triển năng lực

2025-10-23T15:18:36+00:00

Applying the preschool teacher competence framework in designing early childhood education programs oriented toward competence development is an urgent requirement. This study focuses on identifying the competence framework for preschool teachers with seven core competency groups and proposing ways to integrate this framework into curriculum development. The aim is to highlight the connection between the competence framework and the key stages of curriculum design, thereby improving teacher training quality for early childhood education students. The article employs methods of analysis and synthesis of theoretical literature, policy documents, and practical experience, combined with generalization to formulate recommendations. The findings indicate that the competence framework can be effectively applied in four stages: defining output standard, analyzing student needs, selecting appropriate training content, and organizing teaching and assessment aligned with competencies. This approach ensures that the curriculum is both scientifically grounded and closely aligned with the professional requirements of preschool teachers in the context of educational reform.

Đề xuất khung năng lực ứng dụng trí tuệ nhân tạo (AI) của giáo viên phổ thông

2025-10-23T15:20:25+00:00

In the era of digital transformation, information technology and especially artificial intelligence (AI) are gradually changing the face of education globally. In Vietnam, the application of AI in education is not only an inevitable trend but also considered a potential solution to address existing inequalities in the education system. However, to effectively exploit the potential of AI, teachers need to be fully equipped with the capacity to use and integrate AI into the educational process. Based on clarifying some theoretical issues on the application of AI in education, the role of AI in education, the study proposes a framework of AI application competencies for general teachers in Vietnam in the context of current digital transformation. In the following research directions, we will focus on three aspects, namely: Testing the competence framework in practice at general schools in different regions; Building a standardized assessment tool to measure the level of achievement of teachers' AI application competencies; Investigate the long-term impact of AI competence development on student learning outcomes, engagement, and access to education, especially for disadvantaged groups.

Tổng quan nghiên cứu và định hướng phát triển năng lực quản trị nhà trường của hiệu trưởng trường tiểu học trong bối cảnh đổi mới giáo dục

2025-10-23T15:22:46+00:00

The article focuses on the overview of domestic and foreign research works on school management capacity of primary school principals, in order to point out achievements, limitations and future directions. The analysis results show that the studies have approached management according to many models, affirming the key role of principals in leading, managing and developing schools. In Vietnam, some works have initially formed a theoretical basis based on Principal Standards and competence structures, as a foundation for assessment and training. However, many studies are still descriptive, lack consistency in competence structures and have not focused on comprehensive factors such as qualities, ethics, social behavior and technology application. In addition, empirical studies to verify the effectiveness of competency development models are still limited. Based on the overview, the article identifies two legacy pillars: input-output capacity structure and Principal Standards, from which it proposes a combination to build a clear and feasible capacity development roadmap. The study affirms the scientific and practical significance of the overview, while emphasizing the need to develop a unified theoretical framework and conduct in-depth empirical research. This is considered an important orientation for further studies on developing school management competence of primary school principals in the context of current educational innovation.

Đổi mới quản trị đại học gắn với tự chủ nhằm nâng cao chất lượng đào tạo trong bối cảnh chuyển đổi số

2025-10-24T03:12:28+00:00

In the context of growing university autonomy and digital transformation, the urgent requirement is to ensure quality as authority is expanded and governance is restructured. The study aims to clarify the relationship between autonomy, governance innovation, and education quality, treating digital transformation as a key moderating variable. The article conducts a narrative review combined with analytical commentary on domestic and international literature (2014-2025), searching academic databases, screening according to inclusion/ exclusion criteria, and synthesizing by theme. The results propose three directions: (1) strengthen core governance pillars with a structure in which the University Council holds real authority, flexible finance and human-resources mechanisms, and academic governance tied to internal quality assurance; 2) adapt to digital transformation through online governance systems and data-driven decision-making; (3) move toward a corporate-style autonomy model with external members and clear accountability mechanisms. On that basis, it recommends improving the legal framework, removing institutional bottlenecks, developing governance and digital capacities, building a culture of quality, and simultaneously deploying dashboards/ KPIs and a shared data repository to enable measurement and continuous improvement.

Thiết kế quy trình dạy học viết đoạn văn cho học sinh lớp 3 thông qua hoạt động trải nghiệm

2025-10-24T03:16:05+00:00

In the current educational context, developing paragraph writing skills for third-grade students is not only an important goal but also an essential task in shaping their language competence. This paper proposes a teaching process for paragraph writing through experiential activities, based on the requirements of the 2018 General Education Curriculum and aligned with the content of the Vietnamese Language 3 textbook in the Creative Horizons series. By analyzing the psychological and linguistic characteristics of students as well as the principles of organizing experiential activities, the study introduces illustrative task types such as writing based on pictures, sports experiences, and school festivals. The findings indicate that the proposed process not only fosters paragraph writing skills in an active and creative manner but also provides students with engaging and meaningful learning experiences. At the same time, the paper may serve as a useful reference for teachers seeking to explore and flexibly apply methods of teaching paragraph writing in primary schools in ways that suit specific classroom conditions.

Xây dựng khung năng lực tự học trong dạy học môn Toán sử dụng AI Chatbot kết hợp trò chơi hóa cho học sinh tiểu học

2025-10-24T03:19:46+00:00

In the context of educational reform oriented toward the development of learner competences, self-study competency has emerged as one of the core competencies required of students in the new General Education Curriculum. The integration of AI chatbots and gamification in teaching presents significant potential for fostering self-study competency by providing immediate feedback, personalizing learning content, and enhancing students’ engagement and motivation. This study proposes a competency framework for self-directed learning tailored to primary school students in the context of mathematics instruction, designed in alignment with their developmental characteristics and grounded in the use of AI chatbot-supported, gamified learning. The proposed framework comprises four components and twelve criteria, each clearly described across distinct levels of performance. The DDI (Design, Development and Implementation) (Hinkin, 1995) research method was implemented in this study with 5 main stages in the scale development process, namely: creating an item pool, expert conclusion, application, factor analysis and reliability analysis (Sulasiwi et al., 2019). The development and application of this self-study competency framework aim to assess and effectively support students' self-directed learning, thereby contributing to improved mathematics instruction and meeting the competency standards set for students in general and for primary education in particular.

Vận dụng mô hình 5E trong dạy học giải toán bằng phương pháp “giả thiết tạm” cho học sinh ở tiểu học

2025-10-24T04:45:37+00:00

In the context of educational reform toward competence-based approaches, the application of the 5E instructional model is considered an effective method to promote students’ active engagement and learning motivation. The “temporary assumption” problem-solving method is an important component of primary mathematics, requiring students to use imagination to transform different objects into a common form in order to solve problems, thereby fostering flexible thinking. However, research on integrating the 5E model into teaching temporary assumption problem-solving remains limited. This paper, employing theoretical and analytical methods, clarifies the components of the 5E model and proposes a practical teaching procedure with illustrative examples. The novelty of the study lies in providing a feasible reference framework for primary school teachers, offering both theoretical value and practical implications for improving the quality of mathematics instruction.

Vận dụng mô hình 5E trong dạy học khái niệm “cấp số cộng” (Toán 11)

2025-10-24T04:47:52+00:00

In the context of educational innovation in general education in the direction of developing learners' competence today, the requirement is that teachers need to change their teaching methods in a positive direction, focusing on learners. In particular, Mathematics needs to be organized so that students not only grasp knowledge but also develop thinking and mathematical abilities. In response to that requirement, the application of active teaching models such as the 5E model is increasingly being interested and researched in educational practice. The study presents the process of teaching Mathematics according to the 5E model in general schools and illustrates this process in teaching the concept of “Arithmetic progression” (Math 11). The lesson design is built so that learning activities correspond to each phase of the 5E model, to create conditions for students to experience, explore and generalize knowledge actively. Applying the 5E model in teaching the concept of arithmetic progression will help students move from concrete experience to abstract thinking, thereby forming deep understanding and positive attitudes in learning.

Phát triển năng lực giải quyết vấn đề cho học sinh thông qua dạy học dự án môn Công nghệ lớp 11: nghiên cứu tại Trường Trung học Phổ thông Huỳnh Văn Nghệ, thành phố Hồ Chí Minh

2025-10-24T04:51:15+00:00

Project-based learning plays a crucial role in enhancing the quality of teaching and learning in Grade 11 Technology, as it not only helps students acquire specialized knowledge but also fosters core skills such as creative thinking, teamwork, time management, and problem-solving competence. However, implementing project-based learning in Technology education is inherently complex, requiring teachers to possess solid pedagogical expertise, thorough preparation of content, and the ability to integrate knowledge across disciplines as well as students’ practical experiences. For effective implementation, teachers need to design feasible projects, assign tasks rationally to groups, and at the same time encourage students’ innovation, creativity, and experimentation. This process also demands flexible adjustments and systematic organization of activities tailored to learners’ interests and capabilities, thereby creating opportunities for active participation. Moreover, teachers must continuously monitor, provide timely guidance, and simultaneously orient and create space for students to exercise autonomy. Thus, project-based learning in Grade 11 Technology not only equips students with essential knowledge and skills but also contributes to the formation and development of problem-solving competency - one of the core competencies emphasized in the 2018 General Education Curriculum.

Thuyết khả thể hành động và mô hình giáo dục ngôn ngữ đa chiều trong thời đại trí tuệ nhân tạo

2025-10-24T04:53:59+00:00

As language education increasingly evolves under the influence of digital transformation and artificial intelligence (AI), there is a growing need for theoretical and pedagogical frameworks that can account for the complexity, interactivity, and context-dependence of contemporary learning environments. The paper presents a five-dimensional model of affordance comprising perceptibility, valence, compositionality, normativity, and intentionality. This model offers a structured yet flexible framework to analyze how language learners identify, evaluate, and utilize affordances in both digital and social learning spaces. The paper further demonstrates how this theoretical model can inform practical strategies in instructional design, support learner autonomy and reflection, and guide qualitative research into learning behaviors. By integrating theoretical insights with pedagogical applications, the paper argues that affordance theory provides a timely response to the need for personalized, action-oriented, and context-sensitive approaches to language education. It concludes by highlighting the potential of affordance-based thinking to shape more flexible, personalized, and practice-oriented strategies for language teaching and learning in technologyenhanced educational settings.

Thực trạng hoạt động bồi dưỡng học sinh giỏi ở một số trường trung học cơ sở thuộc thành phố Bảo Lộc, tỉnh Lâm Đồng

2025-10-24T04:57:11+00:00

In the context of educational reform and international integration, the enrichment of gifted students is an important strategy to identify, nurture, and develop students’ abilities, thereby contributing to the improvement of the quality of general education. This study examines the current situation of activities to enrich gifted students at six lower secondary schools in wards of Bảo Lộc City, Lâm Đồng Province, with the participation of 18 school administrators, 169 teachers, and 98 students. Data were collected through questionnaires combined with in-depth interviews, focusing on 4 components: objectives; content and curriculum; forms of implementation; and supportive conditions for activities to enrich gifted students. The findings show that activities to enrich gifted students are generally rated as “fairly good.” However, there remain limitations in fostering students’ thinking methods and self-study skills, diversifying forms of enrichment, as well as in supportive conditions and reward mechanisms. This study provides empirical evidence on the current situation of activities to enrich gifted students at lower secondary schools in the research area, serving as a basis for proposing solutions to improve the quality of this work in the future.

Khắc phục rào cản tâm lí của sinh viên học tiếng Nhật thông qua phương pháp peer learning: Nghiên cứu tại Trường Đại học Văn Hiến

2025-10-24T07:33:45+00:00

In the context of teaching and learning foreign languages at university level in Vietnam, there are still many challenges, especially limitations in practical communication skills, finding effective teaching methods becomes extremely necessary. This study aims to examine the effectiveness of the peer learning method in reducing psychological barriers and improving Japanese listening and speaking skills for students at Van Hien University. An experiment was conducted comparing two groups: one group studied without applying the peer ;earning method, and the other applied peer learning (such as group work, role-playing, etc.). The results showed that the group using peer learning achieved significantly higher final exam scores, and the students were also more active and confident in Japanese communication. Most students found the class interesting, beneficial, and friendly in atmosphere. Peer learning helps students overcome psychological barriers, enhance communication skills, and encourage creativity. Teachers need to create a comfortable learning environment to maximize the effectiveness of this method.

Các yếu tố ảnh hưởng đến quyết định chọn môn thể thao trong học phần “Giáo dục thể chất” của sinh viên thế hệ Z tại Trường Đại học Kinh tế Thành phố Hồ Chí Minh

2025-10-24T07:38:02+00:00

Physical education has received growing attention in university, particularly among Generation Z students, who consistently seek personalized and trendoriented learning. This study investigates the extent to which various factors influence the decision of Generation Z students at the University of Economics Ho Chi Minh City (UEH) in selecting physical education (PE) courses. The research identifies five key determinants that significantly affect students’ decision-making, ranked from strongest to weakest: (1) Attitude toward the course (β = 0.326); (2) Tuition fee (β = 0.187); (3) Quality and reputation (β = 0.177); (4) Communication activities (β = 0.143); and (5) Learning benefits (β = 0.098). The findings reveal that all five factors exert an influence, and any variation among them may lead to changes in students’ choices. These results provide a practical foundation for designing strategies to enhance positive factors and attract more students to physical education courses at UEH.

Vận dụng quan điểm sư phạm tương tác trong dạy học các môn khoa học xã hội và nhân văn ở Trường Sĩ quan Chính trị hiện nay

2025-10-24T09:16:02+00:00

In the context of current educational innovation, the requirement to shift from mainly equipping knowledge to developing learners' qualities and capacities has become urgent, in order to meet the practical needs of life and career. The study clarifies the characteristics of teaching social sciences and humanities at the Political Officer School; on that basis, proposes a general process of applying the interactive pedagogical perspective in organizing the teaching of social sciences and humanities, as a basis for pedagogical forces to research and apply it to teaching practice, contributing to improving the quality of education and training of the school. The results of this study will provide a scientific basis to help innovate teaching methods at schools to achieve practical results, contributing to the formation of a positive learning environment, motivating the development of creative thinking and the ability to apply knowledge into practice of students.

Thực trạng và kinh nghiệm quản lí hoạt động bồi dưỡng lí luận chính trị ở Trường Chính trị tỉnh Nghệ An

2025-10-24T09:18:58+00:00

The activities of political theory training at provincial schools of politics play a particularly important role in enhancing political awareness, strengthening political will, and providing ideological orientation for cadres and Party members; thereby helping them to develop political qualities, thinking competence, and professional competence to meet new requirements in leadership and management practice. The article clarifies the concept and necessity of political theory training in cadre work, while analyzing the current situation of managing training activities at Nghe An School of Politics. Political theory training is a specific and systematic educational process, implemented through a closed cycle including: input, process, output, evaluation, and linkage. In the context of globalization, digital transformation, and the requirement of safeguarding the Party’s ideological foundation, the management of political theory training activities has become increasingly urgent. At Nghe An School of Politics, the management of political theory training has been implemented in a comprehensive manner under the leadership of the School Board, with close coordination between faculties and departments, in alignment with the curriculum of Ho Chi Minh National Academy of Politics and local realities. The achieved results have contributed to improving the quality of the cadre contingent, yet limitations remain in terms of technology application and self-assessment procedures. Therefore, it is necessary to further innovate the management of political theory training activities towards a systematic, sustainable, and adaptive approach in the new context.

Phân tích đặc điểm ngôn ngữ của Bộ luật Hình sự Trung Quốc dưới góc độ giảng dạy biên dịch

2025-10-24T09:21:34+00:00

The linguistic features of the Chinese Criminal Law hold significant research value for the teaching of Chinese translation, particularly in the field of legal translation. The language of the Criminal Law is marked by a high degree of precision and normativity. The prevalence of long sentences and complex embedded structures in criminal law texts makes comprehension and translation especially challenging. In addition, the text contains numerous specialized legal terms and concepts that must be conveyed with exact legal meaning in translation. By analyzing the linguistic characteristics of the Chinese Criminal Law, this paper emphasizes the importance of focusing on legal language in translation teaching and proposes pedagogical approaches to enhance the quality of legal translation and students’ translation competence. In the teaching process, instructors should equip students with knowledge of the linguistic features of criminal law, train them to handle complex structures, and ensure accurate use of legal terminology. The results not only clarify the linguistic features of the Chinese Criminal Law but also provide theoretical and practical foundations for improving the effectiveness of training high-quality legal translation professionals.

Xây dựng bài tập tình huống phát triển năng lực hợp tác giải quyết vấn đề cho sinh viên ngành giáo dục mầm non trong dạy học học phần Sinh lí học trẻ em

2025-10-24T09:24:04+00:00

Collaborative problem-solving competency is one of the essential competencies that need to be formed and developed for learners in the 21st century. For students majoring in Early Childhood Education, collaborative problem-solving competency not only helps them solve problems in their studies, but is also a necessary ability when working in a specific environment such as kindergartens. One of the tools to contribute to the development of this competency is the use of case studies. In this study, we propose a process for developing case studies and apply the process of developing a number of case studies to develop collaborative problem-solving competence for students of Early Childhood Education in teaching Child Physiology. The case studies for developing collaborative problem-solving competence are designed in the form of scenarios combined with learning tasks corresponding to the components of collaborative problem-solving competency, both creating opportunities for students to learn the course content and contributing to developing collaborative problem-solving competency for students.