Tạp chí Giáo dục

Thực trạng sử dụng trí tuệ nhân tạo (AI) của giáo viên phổ thông Việt Nam

Anh Vinh Lê — 2025-11-06

Artificial intelligence (AI) is becoming an important tool to support education with growing popularity at all education levels. Understanding teachers’ current use of artificial intelligence is essential for effectively exploiting this technology in schools. This survey of 34,571 secondary school teachers aims to describe how and to what extent AI is applied in educational contexts. The findings indicate that most teachers have used AI, with similar usage rates across demographic groups. Its main applications include designing teaching activities, creating lesson plans, and designing assessment materials. Notably, most teachers learn about AI through self-study. These results confirm that AI has become a popular support tool for teachers and highlight the urgent need for educational institutions to develop incentive mechanisms, evaluate effectiveness, and share implementation experiences, thus promoting teaching innovation amid digital transformation.

Nghiên cứu chính sách đưa giáo dục AI vào giáo dục phổ thông của một số nước và đề xuất cho Việt Nam

Diệu Quỳnh Bùi — 2025-11-06

A comprehensive review of approaches to artificial intelligence (AI) education in K-12 systems across selected countries such as the United States, China, Canada, Germany, and Singapore allows us to learn from effective models, stay updated with global trends, and develop policies tailored to our national context. This, in turn, enhances education quality and prepares a digital-ready workforce for the future. The study reveals that while some countries choose to introduce AI as a standalone subject, many others integrate AI content into existing subjects such as Mathematics, Science, Technology, and Computing. AI education content not only covers technical knowledge but also addresses ethical, social, and critical thinking aspects related to AI. These findings suggest that AI education in Vietnam should be implemented promptly, based on the realities of the national education system. The process should begin with developing a national AI literacy competency framework for K-12 education, followed by integrating AI content into subjects, and establishing networks that connect schools with technology experts to ensure effective implementation.

Thu hút sinh viên quốc tế trong tiến trình quốc tế hóa giáo dục đại học Việt Nam: Thực tiễn và giải pháp

Ngọc Dương Phạm — 2025-11-06

International integration in higher education (HE) is an urgent requirement for Vietnam in the current context. This issue is of great importance in promoting local culture, building and strengthening friendly relations between countries, including Vietnam, and at the same time addressing the needs of international students' interest in Vietnamese HE. Therefore, attracting international students plays an important role in the internationalization of Vietnamese higher education. However, there exist manifold shortcomings, affecting the number of international students in Vietnam for study, research and experience. This article focuses on analyzing the current situation of HE internationalisation, proposing some measures to improve the quality and increase the number of international students in Vietnam. These solutions, if deployed synchronously, will contribute to attracting more and more international students to Vietnam to study and research in the context of HE internationalization.

Lí thuyết “ba thế giới toán học” và vận dụng trong dạy học một số khái niệm giải tích ở trung học phổ thông

Cường Trần — 2025-11-06

In the context of global mathematics education, including Vietnam, shifting its focus toward developing students’ competencies and creative thinking, this study employs Tall’s (2004) Three Worlds of Mathematics (TWM) theory as a theoretical foundation to analyze the process of forming mathematical objects in students’ thinking. Based on this theory, we designed a sequence of instructional activities on the concept of the integral, structured across the embodied, symbolic and formal worlds. These activities were implemented with the support of GeoGebra to enhance visual experiences. The findings suggest that the TWM-based instructional model holds significant potential for supporting students in developing mathematical concepts in a wellgrounded manner, consistent with cognitive development processes and the competency-oriented goals of Vietnam’s 2018 General Education Curriculum.

Vận dụng mô hình Toulmin và suy luận tương tự trong dạy học nội dung “Phương trình mặt cầu” (Toán 12)

Huỳnh Trọng Đức Nguyễn — 2025-11-06

In the context of current educational innovation, developing students' mathematical thinking and reasoning competencies is considered one of the key goals of the 2018 General Education Program for Mathematics. Reasoning capacity not only helps students solve problems logically but also analyze, evaluate and apply mathematical knowledge in many different situations. The study proposes a teaching process that applies the Toulmin Argumentation model (TAM) combined with analogical reasoning and illustrates this process in teaching the content “Spherical equations” (Math 12). Although not yet verified by experiment, the proposed teaching process provides math teachers with a theoretical foundation to design teaching activities towards developing students' mathematical reasoning competency. The application of the TAM combined with analogical reasoning not only contributes to diversifying teaching methods but also creates conditions for students to approach mathematical knowledge in a profound and systematic way.

Tổ chức dạy học chủ đề “Năng lượng. Sự bảo toàn và chuyển hóa năng lượng” (Vật lí 10) theo mô hình STSE nhằm bồi dưỡng năng lực giải quyết vấn đề cho học sinh

Khắc Quynh Lê — 2025-11-06

In the contemporary context, in addition to the STEM education model, STSE education is an effective and popular integrated teaching model in many countries around the world, including Vietnam. STSE is an educational model based on the foundation of knowledge of science, technology, society and environment. Unlike the STEM model, the STSE model focuses on solving problems related to practice, society, and the environment, particularly emphasizing on enhancing students’ personal awareness and responsibility to maintain and promote the results that have been created. The study proposes a STSE-based teaching organization process to foster students' problemsolving competency and illustrates this process through teaching the topic “Energy: Conservation and transformation” (Physics 10). Through the designed teaching activities, the students had the opportunity to approach knowledge in a positive and proactive way, while developing the ability to analyze, evaluate and provide solutions to practical problems.

Đề xuất biện pháp giáo dục môi trường thông qua hoạt động trải nghiệm cho học sinh: Nghiên cứu tại một số trường trung học cơ sở trên địa bàn thành phố Hà Nội

Thị Hoàng Lan Lê — 2025-11-06

Environmental education is considered an important foundation in forming environmental awareness, thereby creating a basis for developing attitudes and behaviors to protect the environment in a sustainable way. Based on the theoretical background and practical situation of environmental education at 9 secondary schools in Hanoi, the article proposes some environmental education measures for secondary school students through experiential activities and career guidance according to the 2018 General Education Program, including: developing appropriate activity plans; organizing diverse types of experiences; establishing environmental clubs; orchestrating community forces; developing rubrics to evaluate results and guiding students to self-assess. Experimental result 8 shows that the proposed measures help raise students' awareness, attitudes and behaviors to protect the environment. The study confirms the feasibility and effectiveness of the measures, and recommends enhancing teacher training and mobilizing community resources for effective implementation.

Thực trạng kĩ năng mềm của học sinh trung học phổ thông tại Thành phố Hồ Chí Minh

Thụy Băng Khuê Trần — 2025-11-06

In the context of competency-based general education innovation, soft skills have been considered a core element in the formation of students' comprehensive competencies. This study aims to assess the current status of soft skills of high school students in Ho Chi Minh City through a survey questionnaire. The sample after data cleaning involves 264 high school students. It is shown that students' soft skills are mainly at a fair level; the global integration skills group has the highest average score, while the adaptation and responsibility group the lowest. At the same time, there is a statistically significant difference by gender in the adaptation and responsibility group, when male students' self-assessed result was higher than that of female students. The research results suggest the need to organize soft skills education activities for students in the direction of inter-group integration, creating a premise for students to integrate and study at a higher level.

Chất lượng cuộc sống trong công việc của giáo viên phổ thông tại khu vực miền Trung Việt Nam: Nghiên cứu thực trạng và mối tương quan giữa các thành tố

Thanh Hùng Nguyễn — 2025-11-06

Based on the theoretical framework proposed by Sirgy et al. (2001), Quality of Work Life (QWL) is defined as a multidimensional construct with seven key dimensions. This study aims to examine the current status and interrelationships among the QWL components among secondary school teachers in Central Vietnam. It also analyzes the differences based on selected demographic characteristics. The survey involved 498 teachers and used the Quality of Work Life Scale (QWLS) scale. Data were analyzed using SPSS 20.0, employing descriptive statistics, analysis of variance (ANOVA), and Pearson correlation. The findings show that overall QWL among the teachers was relatively high, especially in areas such as the need for respect, selfactualization, and creativity. However, income, work–life balance, and opportunities for advanced professional learning were still limited. Statistically significant differences in QWL appeared across gender and educational levels. The QWL components showed strong positive correlations, reflecting the scale's internal consistency. These results offer practical evidence on teachers’ QWL and support educational managers in developing policies. Such policies can improve working conditions and enhance teachers’ quality of work life.

Các yếu tố ảnh hưởng đến hành vi tham gia nghiên cứu khoa học của giảng viên khối ngoại ngữ, Trường Đại học Ngoại thương

Hồng Mai Nguyễn — 2025-11-06

In the evolving landscape of higher education, research has become an essential dimension of faculty responsibilities, alongside teaching. Nevertheless, faculty members in foreign language departments often encounter heavy teaching demands, which constrain their research engagement. This study surveyed 118 foreign language faculty members at Foreign Trade University through an online questionnaire and employed PLS-SEM for data analysis. The findings reveal four factors significantly and positively influence research behavior, namely: flexibility in administrative procedures and time allocation (FLE), intrinsic motivation (MOT), research skills and experience (SKL), and financial support policies (FIN), with FLE exerting the strongest effect. Conversely, the academic environment (ENV) and perceived value of research (VAL) show no significant impact. Drawing on these results, the study recommends streamlining administrative processes, providing greater flexibility in workload arrangements, strengthening financial support, fostering intrinsic motivation, and developing research competencies among faculty members. These insights offer empirical evidence to inform university policy-making aimed at cultivating a sustainable research culture.

Đánh giá chất lượng phản hồi của các bên liên quan trong phát triển chương trình dạy học ở các cơ sở giáo dục và đào tạo nhóm ngành sức khỏe tại Việt Nam

Thái Hưng Lê — 2025-11-06

In the context of competency-based higher education increasingly emphasizing the importance of stakeholder feedback to improve training programs, this study was conducted to evaluate the quality of feedback from four groups: lecturers, learners, former learners, and employers involved in developing teaching programs at six educational institutions with a history of health-related training. The results indicated that feedback from lecturers was rated highest in completeness, timeliness, and reliability. Feedback from learners and former learners was valuable but limited in relevance and accessibility. Meanwhile, feedback from employers scored the lowest, especially in accessibility. Based on these findings, the study proposed establishing a two-way, stable, and transparent feedback system between the school and stakeholders; standardizing survey tools appropriate for each group; and enhancing the roles of lecturers and employers in the program improvement process. The findings provide a practical foundation for designing internal quality assurance policies suited to the context of competency-based higher education in Vietnam.