Tạp chí Giáo dục

Nghiên cứu các bộ tiêu chí đánh giá đại học theo hướng phát triển bền vững và giải pháp cho đại học Việt Nam

2025-04-19T16:05:08+00:00

In the context of increasingly demanding quality improvement and integration in Vietnamese higher education, the sustainable development model is considered a key factor. This paper offers an overview of university development models and assessment criteria towards sustainable development, and proposes a suitable model for Vietnam’s higher education. The research method combines retrospective secondary data with in-depth interviews and group discussions from the boards of directors and management staff of the following universities: Hanoi University of Science and Technology, Ho Chi Minh City University of Economics, Ton Duc Thang University, Van Lang University, Hanoi University of Education, Da Nang University of Education and Vinh University. The study examines views of educational institutions on development models and the implementation of sustainable criteria as well as the challenges encountered. Also, it proposes a sustainable university model that is suitable for the development context in Vietnam. Despite difficulties such as choosing a suitable model and limited resources, the universities recorded some initial positive results in environmental management, research activities and training.

Đề xuất quy trình phát triển chương trình đào tạo theo hướng quốc tế hoá

2025-04-19T16:39:50+00:00

In the modern ever-changing world, strengthening international integration in training and scientific research through higher education internationalization (HEI) is an urgent requirement for the higher education system in Vietnam. In particular, to meet the needs of most learners to access high-quality education, developing local training programs towards HEI is a priority orientation. Based on the synthesis of viewpoints on HEI, internationalization of local and international training programs, common training program development models in Vietnamese higher education as well as recommendations for the internationalization process of training programs, this article proposes a training program development process towards internationalization with specific activities required for training program developers. This process not only ensures flexibility in matching specific characteristics of each educational institution but also creates conditions for learners to develop international integration capacity. It is also a premise to promote international cooperation in education, enhancing the status of training institutions in the region and the world.

Một số nghiên cứu về năng lực tư duy và lập luận toán học của học sinh phổ thông tại Việt Nam giai đoạn 2018-2024

2025-04-19T17:06:18+00:00

Mathematical thinking and reasoning competency ensure high school students’ ability to reason logically, easily find methods and strategies to solve problems in mathematics and many other fields. To promote research on mathematical thinking and reasoning competency of Vietnamese high school students today, it is necessary to conduct a systematic review. The study provides a systematic review on mathematical thinking and reasoning competency of high school students in Vietnam in the period 2018-2024. Through the Prisma method, 20 publications on mathematical thinking and reasoning capacity of high school students were filtered for analysis and synthesis to highlight the main results including: number of publications by year, education levels, high school mathematics topics, keywords, etc.; thereby suggesting future research opportunities and contributing to improving the quality of mathematics education in Vietnam.

Dạy học giải các bài toán chủ đề “Đạo hàm” (Toán 11) nhằm phát triển năng lực giải quyết vấn đề toán học cho học sinh

2025-04-19T17:20:04+00:00

Competency-based teaching is a modern teaching trend, responding to the requirements of teaching innovation in the current context. According to the 2018 Mathematics General Education Curriculum, the competency to solve mathematical problems is one of the five core mathematical competencies to develop for students. Based on existing scholarship, the study proposes a process for solving mathematical problems with illustration through the topic “Derivatives” (Math 11) to develop students' math problems solving competency. The teaching experiment was conducted in a Grade 11 class in Tay Ninh Province, Vietnam. The results of the teaching experiment showed that the students actively participated in the classroom activities, and were able to use derivative knowledge to solve problems related to derivatives. To assess the development of students' mathematical problem-solving competency, we used qualitative and quantitative methods when analyzing the groups' work.

Nhận thức của cha mẹ về chương trình can thiệp tại nhà cho trẻ rối loạn phổ tự kỉ từ 1,5 tuổi đến 6 tuổi ở tỉnh Trà Vinh: thực trạng và khuyến nghị

2025-04-19T17:36:27+00:00

As for children with autism spectrum disorder (CASD), the family environment, especially parental awareness, is critical in providing education and intervention. The article presents the results of a survey with 150 parents with CASD in Tra Vinh province on the goals, content, methods, and procedures of early home based interventions for CASD aged from 1.5 to 6 years. The research results show that, in general, parents partially understand the goals, content, and methods of the early home-based intervention program but lack awareness of the necessity of the steps in the intervention process. Examining each element also shows that the awareness of parents with CASD is still very limited. Accordingly, several recommendations are proposed for management agencies, parents with CASD, and intervention centres to comprehensively improve parents' understanding of early intervention home-based programs for CASD. Effective coordination in education and early home-based intervention for CASD is the best support condition for their development.

Nhận thức về rối loạn phổ tự kỉ của giáo viên mầm non tại thành phố Thủ Đức, Thành phố Hồ Chí Minh

2025-04-19T17:47:07+00:00

Children with autism spectrum disorder (CASD) have unique needs in learning compared to other learners, requiring teachers to have specialized skills and be very well prepared to support them both socially and in teaching. This article explores the awareness of autism spectrum disorder among preschool teachers in Thu Duc city, Ho Chi Minh City, using a random sampling method to survey 410 preschool teachers, of which women make up the majority (93.9%). The results show that mass media is the main source of information that teachers use in the process of learning about autism spectrum disorder with a rate of 63.7%. Teachers have a fairly solid knowledge of the symptoms of autism spectrum disorder, but their understanding of the causes and treatment methods is limited. The results also show that there is a close relationship between levels of awareness and teaching experience as well as teachers’ professional level. Particularly, the teachers with 5-10 years of experience and teachers with university degrees have the highest level of awareness. The research results will be the basis for proposing measures to raise preschool teachers’ awareness of autism spectrum disorders.

Thái độ khoa học của sinh viên: nghiên cứu thực trạng tại Thành phố Hồ Chí Minh

2025-04-19T18:06:51+00:00

In today's era of technology, innovation, and globalization, scientific attitude plays a crucial role with students. Developing a scientific attitude helps them become global citizens with independent, creative, and responsible thinking. This study examines the current state of students' scientific attitudes at several universities in Ho Chi Minh City. Using the survey method, the study collects data from 717 students. The results indicate that students' scientific attitude in Ho Chi Minh City is at a moderate level. Among the six aspects of scientific attitude - Curiosity; Responsibility and Perseverance; Rationality; Orderliness and Caution; Honesty; and Open-mindedness - most were at a moderate level, with only the aspect of Orderliness and Caution reaching a relatively high score. These findings provide both theoretical and practical foundations for researchers to propose appropriate measures to improve students' scientific attitudes.

Nghiên cứu mối liên hệ giữa kết nối xã hội và hiệu suất học tập ở sinh viên đại học

2025-04-19T18:42:01+00:00

Given the growing emphasis of students’ holistic development in higher education, the role of social connectedness (SC) in enhancing academic performance has become a significant topic. This study explores the relationship between social connectedness and academic performance among university students in Vietnam. The present study involves 151 university students in Hanoi, Vietnam, using the Social Connectedness Scale by Lee et al. (2002) and the Academic Performance Questionnaire by Birchmeier et al. (2015). The findings indicate that each unit increase in social connectedness predicts a 35% improvement in academic performance. Students with strong social networks tend to achieve higher academic performance due to shared experiences, knowledge exchange, and increased learning motivation. Both online and offline social connections foster learning motivation, boost confidence, and enhance participation in academic activities, whereas students with weaker social connectedness often experience difficulties, loneliness, and decreased motivation. These findings suggest that universities should establish supportive social environments to enhance academic performance, promote mental well-being, and enrich students' overall learning experiences.

Nhận thức của sinh viên về sự ủng hộ của cha mẹ đối với tính tự chủ của con: nghiên cứu tại một số trường đại học ở Thành phố Hồ Chí Minh

2025-04-19T18:56:57+00:00

Autonomy is a basic human psychological need and is an important factor in achieving happiness, motivation and effectiveness in life. Therefore, parental support for child autonomy is critically important. The study surveyed parental support for their children’s autonomy, using the P-PASS scale on 343 students from several universities in Ho Chi Minh City. The results indicate that parents are more inclined to supporting their children’s autonomy than exerting psychological control. Regarding autonomy-supportive parenting styles among both fathers and mothers, allowing children to have choices within set boundaries was rated highest, followed by providing explanations for demands and limits, and lastly, acknowledging the children’s feelings. In terms of psychologically controlling parenting, which includes methods like punishment threats, guilt-inducing criticism, and performance pressure, both mothers and fathers tend to exert performance pressure on their children; mothers are more likely to employ guilt-inducing criticism, whereas fathers are more inclined to use punishment threats. The research findings open up perspectives on parenting methods and encourage autonomy, contributing to student success and happiness.

Vận dụng Mô hình PERMA để tìm hiểu hạnh phúc của giảng viên tiếng Anh: nghiên cứu trường hợp tại Trường Đại học Cần Thơ

2025-04-19T19:18:55+00:00

Teacher wellbeing has a significant impact on the quality of teaching and the learning outcomes of students. Although there have been many studies investigating the wellbeing of teachers in the field of education, there are still few studies exploring the wellbeing of university lecturers in the field of English language teaching in Vietnam. Employing a qualitative approach, specifically phenomenological analysis, this study investigated English as a foreign language (EFL) lecturers’ wellbeing in their teaching environment. Based on the PERMA theoretical framework, this study collected data through semi-structured interviews with 18 EFL lecturers at Can Tho University. The results from this study demonstrated the multifaceted nature of lecturers’ well-being, highlighting the interplay of workplace relationships, positive emotions, engagement, meaning in work, and accomplishments. Educational institutions play a pivotal role in creating an environment that supports these elements, thereby enhancing the overall well-being of lecturers.

Các yếu tố ảnh hưởng đến chất lượng dịch vụ đào tạo tại Trung tâm Ngoại ngữ và Tin học, Trường Đại học Đồng Tháp

2025-04-19T19:34:22+00:00

Training service quality can be understood as the harmony between standards, the ability to meet learners' needs and the effectiveness in achieving the school's educational goals. Therefore, studying the factors affecting the quality of training services is essential to provide a practical basis for service quality improvement. This article explores the factors affecting the quality of training services at the Center for Foreign Languages and Information Technology, Dong Thap University. Based on the theoretical basis of training service quality and identifying factors affecting training services, with data collected from 320 students at the Center, the analysis results show that the students appreciated the teaching staff and academic programs the most, while the factors of facilities and empathy received lower satisfaction. The research results are an important basis for proposing management solutions to enhance the quality of training services at the Center in the current context.