Tạp chí Giáo dục

So sánh xu hướng công bố nghiên cứu khoa học về giáo dục đại học giai đoạn 2020-2024 giữa các tạp chí Việt Nam và tạp chí quốc tế

2026-07-26T22:44:13+07:00

Research on higher education (HE) in Vietnam has grown considerably in recent years, raising the need to reassess publication trends in this field both domestically and internationally. This study analyzes and compares publication trends in research on Vietnamese higher education across nine domestic journals and Scopus-indexed journals during 2020–2024. Data were collected following the PRISMA procedure, classified into thematic categories, and compared in terms of publication volume, thematic categories, and research keywords. The findings show that publication output in both groups increased slightly and remained relatively stable. Domestic studies focused predominantly on teaching and learning, whereas Scopus-indexed publications displayed a more balanced thematic distribution, particularly in management, curriculum, leadership, and policy. Educational technology also emerged as a notable topic in both data sources. Keyword analysis indicates that research on Vietnamese higher education both aligns with international trends and reflects the distinctive characteristics of the domestic context.

Kiệt sức nghề nghiệp cốt lõi và động lực giảng dạy của giáo viên: Vai trò trung gian của hành vi giao tiếp sư phạm tích cực

2026-07-06T10:09:13+07:00

In the context of fundamental and comprehensive educational reform, identifying the factors influencing teachers' professional motivation is crucial for improving the quality of teaching and learning. This study examined the relationships between core occupational burnout, teachers’ autonomous motivation, and amotivation, while testing the mediating role of positive pedagogical communication behaviors in these relationships. Data were collected from 4972 teachers across educational levels in Vietnam and analyzed using EFA, CFA, and SEM. The results showed that core occupational burnout symptoms negatively predicted autonomous motivation (β = -0.243, p < 0.001), positively predicted amotivation (β = 0.410, p < 0.001), and negatively predicted positive pedagogical communication behaviors (β = -0.274, p < 0.001). Positive pedagogical communication behaviors positively predicted autonomous motivation (β = 0.551, p < 0.001), negatively predicted amotivation (β = -0.150, p < 0.001), and partially mediated both relationships. These findings provide empirical evidence for integrating Job Demands-Resources Theory and Self-Determination Theory in explaining teachers’ professional motivation. The study highlights positive pedagogical communication behaviors as a micro-level behavioral mechanism through which occupational burnout may be associated with reduced teaching motivation. The findings suggest that sustaining teachers’ professional motivation in the context of educational reform requires a dual approach: reducing occupational burnout and developing positive pedagogical communication behaviors in schools.

Hiệu quả học tập từ video giáo dục do AI tạo sinh: Một đánh giá tường thuật

2026-07-20T09:20:54+07:00

The development of generative artificial intelligence (AI) has introduced new ways of producing educational videos. However, evidence on whether these videos improve learning remains inconclusive. This narrative review synthesized empirical studies that examined learning outcomes from AI-generated educational videos (AIGV). Fifteen studies published between 2023 and 2026 met the inclusion criteria and were included in the synthesis. Existing studies indicated that AIGVs may produce comparable immediate learning performance to human-made videos. Some conditional advantages were reported for retention, idea generation, lipreading, and accuracy in performing procedures. However, no consistent advantage was found for transfer, long-term retention, or overall learning outcomes. Videos featuring real instructors were often rated more favorably in terms of social presence and engagement. Studies that integrated AIGV into flipped classrooms, project-based learning, or blended learning reported positive results, but they did not isolate the specific effect of the video itself. A cautious conclusion is that AIGV may be a feasible alternative medium in some contexts, but current evidence is insufficient to claim that it is generally superior.

Hỗ trợ xã hội và sức khỏe tâm thần của sinh viên đại học: Vai trò trung gian của khả năng phục hồi tâm lí

2026-07-30T16:42:41+07:00

The mental health of university students is shaped by multiple stressors, including academic, career, and social adjustment pressures. Social support and psychological resilience are widely regarded as protective factors, yet the mechanism linking them to students' mental health remains insufficiently understood, particularly in the Vietnamese context. Using a cross-sectional quantitative design with a sample of 1,078 Vietnamese university students (N = 1.033 valid responses analyzed), this study examined the relationships among social support, psychological resilience, and three indicators of mental health: stress, anxiety, and depression, measured respectively with the Multidimensional Scale of Perceived Social Support (MSPSS), the Brief Resilience Scale (BRS), and the Depression Anxiety Stress Scales (DASS-21). Results indicate that social support is positively associated with psychological resilience and negatively associated with depression. Furthermore, psychological resilience is negatively associated with both stress and depression. Bootstrapping analysis further shows that psychological resilience mediates the relationship between social support and stress, but this mediating role was not found for anxiety or depression. These findings suggest that the protective mechanism of psychological resilience is selective rather than uniform across different manifestations of poor mental health. Based on these results, the study proposes two evidence-based directions: strengthening students' access to social support networks, and developing psychological resilience as a targeted strategy for stress management among university students.

Thái độ của học sinh trung học cơ sở đối với các hoạt động trải nghiệm theo định hướng giáo dục STEM gắn với yếu tố địa phương trong học tập môn Toán

2026-07-21T10:26:59+07:00

As STEM education receives increasing attention and the integration of local contexts into mathematics teaching is encouraged to enhance learning relevance, understanding students’ attitudes toward experiential learning activities has become increasingly important. This study examines lower secondary students’ attitudes toward STEM-oriented experiential learning activities integrated with local contexts in mathematics education. A total of 810 students from Grades 6-9 across urban, rural, and mountainous/highland areas participated in a questionnaire comprising 30 items across six factors. The findings indicate variations in students’ attitudes across these factors. Specifically, self-confidence in participation, local connectedness, and behavioral intention were relatively high, whereas perceived value was moderate, and students still reported certain barriers to participation. Statistically significant differences were identified by grade level, gender, and residential area. The instrument demonstrated high reliability (Cronbach’s Alpha > 0.89), while exploratory factor analysis (KMO = 0.911; Bartlett’s test, p < 0.001) provided preliminary evidence supporting the six-factor structure of the questionnaire. The findings provide practical implications for designing STEM experiential learning activities aligned with the characteristics of lower secondary students in Vietnam.

Nhận thức, thực hành, khó khăn và nhu cầu hỗ trợ của giáo viên Toán trung học cơ sở trong bồi dưỡng tư duy đại số cho học sinh

2026-07-14T16:47:54+07:00

In the context of Vietnam’s 2018 General Education Program, fostering students’ algebraic thinking has become a key objective of lower secondary mathematics education. Understanding teachers’ perceptions and instructional practices is therefore essential for improving the implementation of this goal. This study aimed to investigate lower secondary mathematics teachers’ perceptions, instructional practices, challenges, and professional support needs in fostering students’ algebraic thinking. A cross-sectional descriptive survey was conducted with 398 teachers using a five-point Likert-scale questionnaire. Data were analyzed using descriptive statistics, Cronbach’s alpha, and the Friedman test. The results indicated that teachers demonstrated a relatively high level of awareness regarding the importance of algebraic thinking (M = 4.178). However, the extent to which this awareness was reflected in lesson design (M = 3.944) and classroom implementation (M = 3.949) was comparatively lower. Teachers also reported considerable challenges in designing learning activities, organizing instruction, and assessing students’ algebraic thinking, together with a strong need for practical examples, instructional resources, guidance on classroom implementation, and assessment criteria. The findings provide empirical evidence to inform the design of professional development programs and support strategies for enhancing mathematics teachers’ capacity to foster algebraic thinking in lower secondary education.

Quy trình dạy học giải bài toán thực tiễn theo hướng cá nhân hóa nhằm phát triển năng lực mô hình hóa toán học cho học sinh trung học phổ thông

2026-04-12T05:12:17+07:00

In the context of the 2018 General Education Program, which focuses on developing students’ qualities and competencies, the development of mathematical modeling skills is becoming an urgent requirement. Personalized teaching is considered a promising approach, allowing for the adjustment of learning tasks, support levels, and feedback methods according to each student’s characteristics. This study aims to analyze the theoretical basis of mathematical modeling skills and personalized mathematics teaching, thereby proposing a teaching process for solving practical problems to develop mathematical modeling skills in high school students. The process is illustrated through solving a practical problem in the topic of “Exponential Functions” (Mathematics 11). Diagnosing readiness levels, differentiating learning tasks, and adjusting pedagogical support can facilitate more effective student participation in each step of the mathematical modeling process. This article contributes to clarifying the scientific basis for applying personalized teaching methods to develop students’ mathematical modeling abilities, while also providing suggestions for teachers in designing and organizing mathematics lessons in high schools.

Quy trình dạy học giải bài toán thực tiễn chủ đề “Ứng dụng tích phân” (học phần Toán cao cấp) với sự hỗ trợ của ChatGPT cho sinh viên ngành kĩ thuật

2026-06-13T16:58:51+07:00

In the context of digital transformation in higher education and the rapid development of artificial intelligence, mathematics teaching needs to be reformed to enhance students’ ability to solve practical problems. Based on a synthesis of research on mathematical modeling and artificial intelligence in education, this study proposes a teaching process for solving practical problems on the topic of “Applications of Integration” (Advanced Mathematics course) with the support of ChatGPT for engineering students; in which ChatGPT is integrated as a learning support tool under the guidance of the lecturer at appropriate stages of the process. The process is illustrated through solving a practical problem in fluid mechanics to clarify how to implement the teaching process and integrate ChatGPT as a learning support tool for students. The integration of ChatGPT is not intended to replace the role of the lecturer but is considered a learning support tool that contributes to enhancing students’ ability to mathematically model, analyze problems, and verify solutions. This also serves as a basis for lecturers to refer to when designing and organizing the teaching of mathematics courses oriented towards developing competencies.

Phát triển năng lực thiết kế kế hoạch bài dạy theo mô hình 5E tích hợp tam giác Johnstone cho sinh viên Sư phạm Hóa học theo tiếp cận PBTE: Nghiên cứu trường hợp tại Trường Đại học Sư phạm Hà Nội

2026-06-14T17:24:21+07:00

Lesson plan design competence is one of the core professional competencies of teachers, especially in the context of implementing the 2018 General Education Program with a competency-based approach. This study aims to propose a process for developing lesson plan design competence based on the 5E model integrated with the Johnstone triangle using a PBTE approach and to verify the effectiveness of the process on Pre-service Chemistry Teachers at Hanoi National University of Education. Through a theoretical analysis method combined with a semi-experimental approach using pre- and post-design on a group of 49 Chemistry Education students at Hanoi National University of Education, the results show that the proposed process significantly improves students’ lesson plan design competence (p < 0.001), with a large effect size (Cohen’s d = 0.954). Improvements were observed in all five phases of the 5E model, with more pronounced increases in the Engage, Explore, and Evaluate phases. Lower scores are achieved in the Explain and Elaborate phases due to the requirement for the ability to switch between levels of chemical representation. The research results provide preliminary empirical evidence for the effectiveness of integrating the Johnstone’s triangle into the 5E model in chemistry teacher training using the PBTE approach.

Ứng dụng trí tuệ nhân tạo trong dạy học môn Tiếng Anh: Nghiên cứu thực trạng tại một số trường trung học phổ thông công lập Thành phố Hà Nội

2026-08-17T22:44:38+07:00

The rapid development of artificial intelligence (AI), particularly generative AI, is expanding opportunities to support foreign language teaching and learning. However, evidence on the extent of AI use in Vietnamese public high schools remains limited, especially studies that simultaneously examine both teachers and students. This study employed a cross-sectional quantitative survey with descriptive and comparative components, drawing on data from 62 English teachers and 375 students to examine the current use of AI-enabled tools in English language teaching and learning at five public high schools in Hanoi. Data were analysed using descriptive statistics, Cronbach’s α, McDonald’s ω, Welch’s ANOVA, and Games-Howell post hoc tests. The findings indicate that AI-enabled tools were used relatively widely, with ChatGPT, Google Translate, and Gemini among the most frequently selected tools. Teachers reported high levels of awareness, self-assessed competence, facilitating conditions, and perceived effectiveness, whereas their level of AI use in teaching activities remained moderate. Among students, self-assessed competence and conditions for AI use received the highest mean scores, while difficulties, risks, and support needs were rated at a moderate level. Frequency of AI use was associated with awareness, self-assessed competence, and perceived effectiveness; teachers with fewer years of teaching experience tended to use AI more frequently and in more diverse ways. The findings suggest that greater attention should be paid to the quality of AI use, information verification competence, academic integrity, and pedagogically appropriate AI integration.

Xây dựng và kiểm định bộ công cụ đánh giá các yếu tố ảnh hưởng đến việc triển khai và thực hiện Chương trình Giáo dục phổ thông 2018 môn Sinh học

2026-07-28T14:41:47+07:00

In the context of implementing the 2018 General Education Program, identifying and evaluating factors influencing the program’s implementation is crucial for improving the quality of teaching and educational management. This study aimed to develop and validate an instrument for assessing the factors influencing the implementation of the 2018 General Education Curriculum in Biology. The study employed a combination of document analysis and synthesis, expert consultation, questionnaire survey, and statistical analysis. Based on theoretical and practical foundations, an instrument consisting of six factors and 33 observed variables was developed and administered to 594 participants, including school administrators, Biology teachers, and students. The data were analyzed using SPSS 26.0 and AMOS 26.0 through Cronbach’s Alpha, Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA). The results indicated that the instrument demonstrated satisfactory reliability and validity, meeting the requirements for internal consistency, construct validity, convergent validity, and discriminant validity. The validated instrument can be used to assess the factors influencing the implementation of the 2018 General Education Curriculum in Biology and provides a scientific basis for proposing solutions to enhance the effectiveness of curriculum implementation.

Năng lực dạy học Khoa học tự nhiên của giáo viên trung học cơ sở: Tổng quan nghiên cứu và đề xuất quy trình

2026-06-08T17:29:40+07:00

Although Natural Science has been implemented as a compulsory integrated subject in the 2018 General Education Program, systematically oriented literature reviews on the competency groups that lower secondary school teachers need to effectively teach this subject are still limited. This study uses a systematically oriented literature review method, combining content analysis and comparative framework analysis to present an overview of domestic and international works and relevant policy documents to identify core competencies in teaching Natural Science and propose directions for building a competency framework. The results show that competencies in teaching Natural Science can be broadly categorized into four groups: subject matter and integrated knowledge; design and organization of teaching activities; assessment in teaching; and professional development in teaching Natural Science. Integrated pedagogical content knowledge plays a central role in transforming interdisciplinary scientific knowledge into evidence-based learning and assessment activities, and in improving reflective teaching practices to develop students’ natural science competencies. The research results provide an initial theoretical basis for constructing and testing the suitability of a framework of natural science teaching competencies for lower secondary school teachers.

Nguồn lực hỗ trợ xã hội đối với gia đình trẻ rối loạn phổ tự kỉ giai đoạn đầu tiên sau chẩn đoán

2026-07-09T15:05:13+07:00

Access to social support resources during the early period following a child’s diagnosis of autism spectrum disorder plays a crucial role in helping parents adapt and effectively support their child’s care and intervention. This study describes the level of support that parents retrospectively reported receiving during the early period after their child was diagnosed with autism spectrum disorder and examines the associations between selected demographic characteristics and the level of support received from social support resources. A mixed-methods design was employed, combining a questionnaire survey and in-depth interviews. Quantitative analyses were conducted with 290 parents of children with autism spectrum disorder who reported having received support from at least one social support resource during the early post-diagnosis period. The findings indicated that spouses were the highest-rated source of support (M = 4.51), followed by maternal grandparents (M = 3.83), paternal grandparents (M = 3.72), and teachers and educational staff (M = 3.40). Lower levels of support were reported from relatives, friends, colleagues, neighbors, and local government officials. Parents’ gender, religion, educational attainment, and the child’s level of autism severity were associated with the level of support received from certain sources. The findings provide empirical evidence on the self-reported social support network of parents who had received support and highlight the need to strengthen connections between families and professional as well as community-based resources to expand support networks.

Thích nghi và hiệu chuẩn trắc nghiệm sàng lọc rối loạn tính toán TTA trên học sinh từ lớp 1 đến lớp 6 tại Thành phố Hồ Chí Minh

2026-06-27T21:59:59+07:00

Dyscalculia is a specific learning disorder of numerical and arithmetic skills, affecting approximately 3-6% of the general population (DSM-5; American Psychiatric Association, 2013). In the screening and diagnosis of dyscalculia in Vietnam, a notable gap is the absence of quantitative reference norms standardized on Vietnamese children, even for screening tools. This study presents the first results of adapting and calibrating the TempoTest Automatiseren (TTA; de Vos, 2010) screening test on a sample of 1,342 Grade 1-6 students in Ho Chi Minh City. Using descriptive statistics and percentile tables for each arithmetic operation and grade level, the study establishes the first percentile reference norms for the Vietnamese version of the TTA, and discusses how clinical percentile thresholds (Pc16, corresponding to -1 standard deviation per the INAMI regulation, with Pc10 and Pc25 as reference markers) can be used to identify students at risk of arithmetic difficulties. The results also highlight key cautions for interpretation, including ceiling effects on easier operations and some between-grade anomalies in performance. These norms are an initial step and require expansion and full psychometric validation before broad application.

Các Các yếu tố tác động đến hành vi bắt nạt học đường ở học sinh lớp 5: Bằng chứng thực nghiệm theo tiếp cận mô hình sinh thái - xã hội

2026-06-08T08:03:35+07:00

Drawing on Bronfenbrenner’s (1979) ecological systems theory, this study analyzes multi-level factors associated with school bullying behavior among primary school students. A cross-sectional quantitative survey was conducted with 138 fifth graders at Nong Trang Elementary School, Phu Tho Province, using a 30-item self-report questionnaire processed through SPSS 27.0 (Cronbach’s Alpha, EFA, hierarchical multiple regression, and T-test). EFA confirmed a five-factor structure with a total variance explained of 62.4%. The regression model accounted for 58.5% of the variance in bullying behavior (Adjusted R² = 0.585; F(5, 132) = 39.664; p < 0.001). Four factors showed statistically significant positive associations in descending order of effect size: School (β = 0.305), Peers (β = 0.268), Individual (β = 0.214), and Family (β = 0.172). The Social factor showed no statistically significant direct association (β = 0.077; p = 0.253). A positive school climate demonstrated a protective trend (β = -0.113) that did not reach statistical significance (p = 0.067). No statistically significant gender difference in bullying behavior was found (p = 0.700). The study recommends multi-level interventions prioritizing the strengthening of school disciplinary policies, the cultivation of positive peer group norms, and the development of emotional regulation competencies among primary school students.

Ảnh hưởng của khoảng cách quyền lực và quan niệm học tập truyền thống đến trải nghiệm lớp học đảo ngược trong học tập các môn Lí luận chính trị của sinh viên Trường Đại học Sư phạm Hà Nội

2026-06-04T10:06:22+07:00

The flipped classroom model has been increasingly adopted in Vietnamese universities, including Hanoi National University of Education (HNUE). This study examines the influence of power distance and traditional learning beliefs on the flipped classroom experience of pre-service teachers at HNUE. Data were collected from 666 students and analyzed using Cronbach’s Alpha, exploratory factor analysis, descriptive statistics, multiple linear regression, and one-way ANOVA. The results indicate that students generally reported positive flipped classroom experiences, while hierarchical classroom relationships and traditional learning beliefs remained evident. Both factors showed positive and statistically significant effects on students’ flipped classroom experience, with power distance exerting a stronger influence. This finding suggests that, within the Vietnamese educational context, the guiding role of instructors and structured learning support may facilitate students’ adaptation to the flipped classroom model. One-way ANOVA revealed a significant difference in flipped classroom experience by gender, while self-study time showed only a marginal trend toward difference. No significant differences were found across major, year of study, prior flipped classroom experience, online learning experience, or primary learning device. The findings suggest that implementing the flipped classroom should be viewed not only as a pedagogical innovation but also as a process of adapting instructional practices to learners’ cultural characteristics, combining appropriate instructor guidance with the gradual development of learner autonomy.

Cố vấn học tập trong mạng lưới tư vấn tâm lí học đường ở cơ sở giáo dục đại học và giáo dục nghề nghiệp: Từ khung chính sách đến thực tiễn Trường Đại học Đông Á

2026-07-05T08:41:36+07:00

The study was initiated to define the roles and professional boundaries of academic advisors in light of new MoET documental regulations on school counseling. The methodologies employed include document analysis, a selective literature review, and a document-based illustrative case of Dong A University. The research identifies academic advisors as “gatekeepers” (responsible for early risk detection, initial support, and referrals) rather than specialized counseling experts, serving as a critical connective link within a cross-functional collaborative framework. The case of Dong A University provides an illustrative institutional example and suggests a potential organizational approach for universities and vocational institutions with similar contexts.