Tạp chí Giáo dục

“Đồng nhất nhà trường”: Cơ sở lí luận và ứng dụng thực tiễn

2025-09-05T07:58:12+00:00

School identity represents the level of integration of individuals (teachers, staff, students) into the school community, which is an important factor influencing the attitudes and behaviors of members in the educational environment. This article presents an overview of the concept of school identity, developed from the social identity theory and the self-categorization theory. The paper analyzes the definitions, component structures, evaluating methods, as well as the antecedents and consequences of school identity. Accordingly, the study proposes implications for the construction and development of school identity to improve educational effectiveness. The article contributes to systematizing the theoretical basis of school identity, providing a reference tool for assessing the level of integration among teachers and students in the educational environment, and at the same time opening up a new approach in school management and improving the quality of education in Vietnam.

Đánh giá kết quả học tập trong giáo dục đại học: Phân tích trắc lượng thư mục từ năm 1991 đến năm 2024

2025-09-05T08:32:36+00:00

Globalization and the demand for quality in higher education have spurred research on learning outcomes assessment from both theoretical and practical angles. A bibliometric analysis identifies key trends, influential authors, countries, and prominent topics in this field. The study observes a significant rise in publications, notably from authors in the United States, Australia, and the United Kingdom, highlighting a shift towards modern, flexible assessment methods that integrate technology and emphasize competencybased assessment with active learner participation. This research not only offers a comprehensive overview of learning outcomes assessment but also aids in shaping educational policies, enhancing management quality, and improving curriculum design.

Thiết kế bài toán thực tiễn trong dạy học môn Toán: Trường hợp chủ đề “Giá trị lớn nhất, giá trị nhỏ nhất của hàm số” (Toán 12)

2025-09-05T08:43:21+00:00

Teaching Mathematics not only focuses on equipping knowledge but also developing learners' competencies, helping them apply mathematics into real life. In particular, practical problems act as a “bridge” between theory and practice, between mathematical knowledge and real-life situations; contributing to the development of students' mathematical competencies, logical thinking and the ability to apply interdisciplinary knowledge. The study proposes a process of designing practical problems in teaching the topic “The largest value, the smallest value of a function” (Math 12) and illustrates this process through designing specific practical problems. In the process of teaching Mathematics, teachers need to proactively design and exploit practical problems in relation to the lesson content, creating favourable conditions for students to experience, explore and apply the learnt knowledge to solve practical problems. At the same time, linking the learning content with a practical context will help students understand deeply and retain the knowledge for a long time; thereby, contributing to improving Mathematics teaching quality and developing students’ comprehensive competencies.

Phát triển năng lực dạy học trong môi trường số cho sinh viên Sư phạm Hóa Học dựa trên mô hình TPACK

2025-09-05T08:57:17+00:00

In the context of educational digital transformation, digital competence has become an essential requirement for 21st-century teachers. The study proposes a competency framework for teaching in digital environments for pre-service chemistry teachers, which is developed based on the TPACK model. This framework was also implemented as an expected learning outcome. Data were collected through peer assessment and self-assessment of students' teaching performance based on the proposed framework. The results revealed significant improvements in students' digital teaching competence after the intervention, highlighting the positive impact of integrating digital tools into teaching practice. These findings underscore the TPACK model as a solid foundation for developing teaching competence in digital environments among pre-service teachers. The study provides practical implications for innovating teacher education programs in the digital transformation era and suggests directions for further research on enhancing teaching competence in technology-integrated learning environments.

Tác động của gia đình tới nhận thức các giá trị nghề nghiệp của nữ học sinh trung học phổ thông

2025-09-05T09:07:37+00:00

The robust development of the Industrial Revolution has significantly transformed young people’s perceptions of career values. In Vietnam, numerous local and international studies have highlighted gender differences in career choices, largely influenced by family factors. However, systematic research focusing specifically on female students remains limited. This study surveys 327 female high school students in Vietnam to explore the career values they prioritize. The findings identify five key career value categories including: work value, social value, economic value, self-development value, and family/traditional value (in order of importance). Further analysis reveals that the perceptions of career values among female students is influenced by factors such as gender expectations and traditional family education. Among these factors, family education plays a crucial role in shaping students’ career perceptions. The study’s results provide a practical foundation for educators to develop career guidance programs tailored to female students, enabling them to make informed career decisions and fully realize their personal potential.

Cảm nhận căng thẳng và khả năng phục hồi tâm lí của cha mẹ có con rối loạn phổ tự kỉ trên địa bàn Thành phố Hồ Chí Minh

2025-09-05T09:13:36+00:00

This study aims to explore the perceived stress of parents with children diagnosed with Autism Spectrum Disorder (ASD), their psychological resilience, and the relationship between perceived stress and psychological resilience. Data were collected from 132 parents of children with ASD at four specialized schools in Ho Chi Minh City through a cross-sectional study. The results indicate that parents of children with ASD experience moderate levels of stress and exhibit high levels of psychological resilience. Parenting resilience shows a relatively strong correlation with perceived stress. Regression analysis supports that parenting resilience is a protective factor against parenting stress among parents of children with ASD. The findings from this study highlight the importance of enhancing psychological resilience to mitigate perceived stress among parents of children with ASD.

Nhận thức của giáo viên và học sinh về môi trường hỗ trợ dạy học tích cực: Nghiên cứu tại các trường Trung học phổ thông khu vực Bắc Trung Bộ

2025-09-05T09:21:45+00:00

Teachers and students’ perceptions of the teaching environment strongly influence the implementation and effectiveness of active learning. Understanding how teachers and students perceive an active learning environment provides essential insights for school administrators, as well as for teachers and students themselves, in building a learning environment that actively engages students, thereby enhancing the quality and effectiveness of teaching. Therefore, the purpose of this study is to explore the perceptions of high school teachers and students in the North Central region of Vietnam concerning active teaching environments. The findings of this study indicate that both teachers and students rated the active learning environment at a moderate level. Among the different aspects evaluated, the use of information technology and digital transformation received the lowest ratings, followed by the physical environment and the psychosocial environment. Overall, there was no significant difference between teachers and students in their assessments of the active teaching environment. These results provide important practical grounds for proposing effective measures to develop active learning environments in high schools.

Các yếu tố ảnh hưởng đến việc rèn luyện kĩ năng hợp tác giải quyết vấn đề của học sinh trong dạy học môn Toán ở Trung học cơ sở

2025-09-05T09:32:51+00:00

Currently, the goal of teaching is to comprehensively develop students' competencies, which entails the importance of training soft skills for students. Collaborative problem-solving skills not only support students in acquiring knowledge more effectively, but also in listening, sharing opinions and drafting solutions to problems. The study surveyed 250 math teachers to determine the factors affecting the training of collaborative problem-solving skills for students in teaching math in middle school. The survey results stem from exploratory factor analysis (EFA) through four factors affecting the training process of collaborative problem-solving skills in teaching math in middle school, including: (1) Teachers' collaborative problem-solving teaching competency; (2) Students' learning attitude, (3) Students' problemawareness and adjustment skills; (4) Facilities and supporting technology. Given the loading factors all meet the standards, the reliability indexes (Cronbach’s Alpha, KMO-Bartlett) ensure the appropriate level for using the model. The research results contribute to providing scientific and practical arguments for improving teaching methods, designing teacher training programs and developing a positive learning environment for students.

Tác động của kiểm định chất lượng giáo dục đến chương trình đào tạo ngành Công nghệ thông tin tại một số cơ sở giáo dục đại học

2025-09-05T09:41:53+00:00

In response to the increasing demand for high-quality human resources in the field of Information Technology (IT) driven by the Fourth Industrial Revolution, this study examines the impact of educational quality accreditation on IT training programs at Vietnamese universities. Based on a survey of 206 relevant stakeholders, the research evaluates the influence of accreditation using a proposed model consisting of eight core factors. The results indicate that educational quality accreditation has a significantly positive impact on IT training programs. However, challenges remain regarding the effectiveness of post-accreditation improvements. Accordingly, the authors propose several recommendations to enhance and optimize the practical effectiveness of accreditation activities.

Mức độ sẵn sàng dạy học trực tuyến của giảng viên: Nghiên cứu tại Trường Đại học Cần Thơ

2025-09-05T09:48:38+00:00

Amid the prominent trend of digital transformation in higher education, assessing university lecturers’ readiness for online teaching has become an urgent requirement, carrying both theoretical and practical significance. This study investigates the online teaching readiness of 80 lecturers at the Faculty of Foreign Languages, Can Tho University, based on the Online Teaching Readiness model proposed by Martin et al. (2019), which includes five components: technology competence, pedagogical readiness, online communication readiness, online assessment readiness, and attitude readiness. The findings reveal that the lecturers’ overall readiness level is “fairly high” (mean score = 3.50/5), particularly in the areas of attitude readiness, online communication readiness and pedagogical readiness. However, technology competence and online assessment readiness remain limited in certain departments. This study provides empirical evidence to support the development of specialized and personalized training programs aimed at enhancing lecturers’ online teaching capacity, and proposes several recommendations to assist lecturers in effectively adapting to educational innovation in the context of digitalization.

Tác động của kĩ năng làm việc nhóm tới sự sẵn sàng nghề nghiệp: Nghiên cứu tại Trường Kinh tế - Trường Đại học Công nghiệp Hà Nội

2025-09-05T09:54:48+00:00

Given the labor market’s increasing demands for soft skills, this study analyzes the relationship between four key skill groups of teamwork skills including: planning and decision-making skills; adaptability/flexibility skills; Interpersonal skills and Communication skills, and evaluates the impact of teamwork skills on career readiness of 395 Accounting - Auditing students at the School of Economics - Hanoi University of Industry (HaUI). The results confirm that teamwork skills have a positive and statistically significant impact on career readiness, with a clear mediating role in transforming soft skills into practical career competencies. In particular, communication and interpersonal skills show the strongest impact on teamwork ability. The study not only provides empirical evidence on the importance of soft skills in higher education but also suggests a balanced integration of professional training and collaborative capacity development to improve the quality of human resources.