Tạp chí Giáo dục

Đánh giá kết quả học tập trong xu thế chuyển đổi số giáo dục đại học: Một nghiên cứu tổng quan

2025-08-05T11:47:57+00:00

Digital transformation has comprehensively transformed school activities from goals, content, management methods and organization of the teaching and learning process to the relationships and roles of stakeholders in teaching and learning activities. Assessment is placed at the heart of the teaching and learning process, as the way learners are assessed would help shape their competences and determine their ability to progress. The research results underscore that the trend of learning assessment is shifting towards diversifying assessment methods and increasing learners' participation in the assessment process amidst the digital transformation of higher education, thereby highlighting issues for considerations for higher education institutions. It is essential that higher education institutions acknowledge the need for major changes in assessing learning outcomes, especially in the context of strong digital transformation, to adapt, thereby contributing to improving the quality of education and training.

Vận dụng chu trình 5E trong dạy học một số yếu tố thống kê dạng biểu đồ tranh ở tiểu học

2025-08-05T12:03:42+00:00

Since Vietnam’s 2018 General Education Curriculum for Mathematics was introduced, there has been a growing emphasis on teaching methods that promote learners’ active engagement, autonomy, and capacities to explore and discover knowledge. Among these, the 5E instructional model stands out for its advantages in fostering intrinsic motivation and supporting learners in actively constructing their own understanding, ultimately leading to improved learning outcomes. This paper examines the application of the 5E model in teaching certain statistical elements, particularly picture graphs, at the primary school level. Using theoretical research and content analysis methods, the study proposes a clear instructional process and practical strategies for implementing the 5E model in real-world classroom settings. The findings provide both a theoretical basis and practical guidance, serving as a valuable resource for educators, specialists, and policymakers in enhancing the quality of mathematics education at the primary level.

Thiết kế bài toán thực tiễn nhằm bồi dưỡng năng lực mô hình hoá toán học cho học sinh trung học phổ thông dựa trên biến dạy học trong lí thuyết tình huống

2025-08-05T12:07:31+00:00

Mathematics plays an important role in various fields. Therefore, the 2018 General Education Curriculum for Mathematics emphasizes its applications and connections to real-life contexts through the goal of developing students' mathematical modeling competence. Although numerous studies have studied this competence, there remains a gap in how teachers can design real-world problems to foster students' mathematical modeling competency. Therefore, this study proposes a process for designing real-world problems based on the application of the concept of didactical variables within the framework of the Theory of Didactical Situations. Additionally, the study presents an illustrative example of designing an optimization problem for the expression F=ax+by over a polygonal region in Math Grade 10. This example aims to create practical problems that enhance specific manifestations of mathematical modeling competence. Future research should focus on applying this process to other mathematical topics and evaluating the practical effectiveness of the designed problems.

Dạy học nội dung “Thống kê và xác suất” (Toán 11) theo hướng phát triển tư duy thống kê cho học sinh

2025-08-05T12:25:49+00:00

Statistics and Probability are one of the difficult topics in the 2018 General Education Curriculum for Mathematics. If students do not clearly understand the nature of the problem, they will make many mistakes leading to incorrect decisions in practice. Moreover, lack of understanding of statistics and probability can cause difficulty for students in solving math problems and applying them in practice, especially when required to make decisions based on random or uncertain information. The study has systematized the concept of statistical thinking, presented the manifestations of statistical thinking in teaching the content “Statistics and Probability” (Math 11); thereby proposing 3 measures to teach this content with the aim of developing students’ statistical thinking. It’s advisable that teachers flexibly apply active teaching methods, and regularly evaluate and adjust teaching measures to ensure suitability and effectiveness.

Phát triển năng lực mô hình hóa toán học cho học sinh trong dạy học chủ đề “Giá trị lớn nhất và giá trị nhỏ nhất của hàm số” (Toán 12)

2025-08-05T12:49:35+00:00

In teaching Mathematics in high schools, mathematical modeling competence is one of the five mathematical competencies that need to be formed and developed for students. Mathematical modeling competency allows students to convert a practical problem into a mathematical problem by building mathematical models, applying acquired knowledge to solve mathematical problems, and finally providing solutions to the original practical problem. The study proposes a mathematical modeling process in teaching Mathematics in high schools to develop mathematical modeling competency for students and illustrates this process through teaching experiments on the topic “The largest and smallest values of functions” (Mathematics 12). The experimental results show that, under the guidance of teachers, the students actively participated in completing learning tasks according to the mathematical modeling process and fully developed the components of mathematical modeling competency.

Năng lực số của học sinh trung học phổ thông: Nghiên cứu thực trạng tại tỉnh Quảng Bình

2025-08-05T13:26:28+00:00

Digital transformation in education, especially in schools, is an urgent task for Vietnamese education today. This study surveys the digital competence of high school students in Quang Binh province based on the digital competence framework for learners issued by the Ministry of Education and Training. The assessment scale is an online questionnaire (with Google Form tool) consisting of 90 questions that were developed from 82 questions of the DigCompSAT framework of the European Union with the addition of the 8 questions related to the 6th area (artificial intelligence) in the digital competence framework for learners issued by the Ministry of Education and Training of Vietnam (2025) that has not been mentioned in DigComp. The survey results collected from 4,494 high school students in Quang Binh province show that the level of digital competence of high school students in Quang Binh province is still limited in some areas. This study is the basis to propose innovations in teaching programs and methods at the high school level to train a generation of digital citizens to meet current social needs.

Mối quan hệ giữa năng lực cảm xúc xã hội và cảm nhận hạnh phúc học đường của học sinh trung học phổ thông Việt Nam

2025-08-06T07:36:31+00:00

In the context of Vietnam’s ongoing education reform, social emotional competence is regarded as a foundational factor in promoting holistic development and enhancing students’ school well-being. This study aims to examine the relationship between social emotional competence and school well-being among Vietnamese high school students, based on data collected from 2150 students using the EPOCH-S and SECQ scales. The findings indicate a moderate positive correlation between social emotional competence and school well-being among students. Regression analyses confirmed that social emotional competence is a statistically significant predictor of school well-being, accounting for 18.7% of the variance in overall scores and 20.4% when individual components of social emotional competence are considered. Among these, self-awareness, social awareness, positive relationships, and responsible decision-making showed notably positive effects. These findings provide both theoretical and practical foundations for designing interventions and educational strategies aimed at promoting students’ holistic development and enhancing school well-being in the Vietnamese educational context.

Ảnh hưởng của cộng đồng học tập chuyên môn đến “cái tôi hiệu quả” của giáo viên phổ thông

2025-08-06T07:51:55+00:00

Professional learning communities in schools have become popular as an effective means of developing teacher collaboration. This study investigates the influence of professional learning communities on the self-efficacy of general education teachers. Data were collected from 2,003 teachers across four provinces and cities in Vietnam: Hanoi, Thua Thien Hue, Ho Chi Minh City, and Dak Lak. Structural equation modeling (SEM) was employed to examine the relationships between variables. The findings indicate that professional learning communities significantly predict teachers’ self-efficacy. These results provide practical implications for promoting the development of professional learning communities in schools to enhance teacher self-efficacy and, ultimately, improve the quality of education.

Mức độ sẵn sàng học tập tự định hướng của sinh viên trong môi trường Blended Learning: Trường hợp nghiên cứu tại Đại học Bách khoa Hà Nội

2025-08-06T08:01:46+00:00

In the context of digital transformation and higher education reform in Vietnam, Blended Learning has become increasingly popular, especially after the COVID-19 pandemic. Hanoi University of Science and Technology has implemented numerous Blended Learning courses since 2017 through its Learning Management System (LMS). This article evaluates students’ Self-Directed Learning Readiness (SDLR) in a Blended Learning environment, using a quantitative approach with a sample of 360 students from 9 faculties/institutes. The findings indicate that the average SDLR score is 149.56 out of 200 - approaching the high-readiness threshold according to the scale by Fisher et al. (2001). Among the SDLR components, “Desire for Learning” scored the highest (3.92/5), while “Self-Management” the lowest (3.34/5). The students with high GPAs (3.5–4.0) had SDLR scores 18% higher than those with lower GPAs (<2.0). The study recommends integrated solutions to enhance students' self-management abilities, including improved course design, supplementary LMS support tools, and skill development programs, in order to boost learning motivation and improve SDLR among students.

Sử dụng ChatGPT trong hỗ trợ học tập của sinh viên: Nghiên cứu tại Trường Đại học Tân Trào

2025-08-06T08:14:53+00:00

In the context of artificial intelligence (AI) playing an increasingly critical role in higher education and significantly influencing students’ learning quality, this study surveyed 906 students at Tan Trao University to assess the current state of ChatGPT application in academic learning and research. The findings reveal that the students primarily used ChatGPT for information retrieval, completing assignments, and practicing writing and language skills, with a relatively high frequency of use. However, many students still faced difficulties in formulating effective prompts, evaluating information reliability, and lacked pedagogical guidance. This research contributes practical data to clarify the role of ChatGPT in Vietnam’s higher education context and suggests directions for developing responsible and effective AI-integrated learning models.

Tác động của phương pháp học tập dựa trên vấn đề trong nâng cao hiệu suất học tập cho sinh viên ngành Du lịch: Nghiên cứu tại một số trường đại học khu vực Đông Nam Bộ

2025-08-06T09:03:45+00:00

In the context of higher education increasingly focusing on innovation in teaching methods, Project-Based Learning (PBL) is considered an effective method to help students develop problem-solving skills and apply knowledge into practice, especially in highly practical majors such as Tourism. This paper aims to explore the impact of Project-Based Learning (PBL) on the learning performance of Tourism undergraduates at universities in Southeast Vietnam. Data collected from 425 valid survey questionnaires were analyzed using partial least squares structural equation modeling (PLS-SEM). The results show that PBL has a positive impact on learning performance and support from lecturers. The study also found that instructor support plays a mediating role between PBL and learning performance, confirming that positive interactions between instructors and students are important factors in the learning process. These findings not only provide evidence for the research hypotheses but also provide recommendations for improving the quality of training in the context of higher education.