Tạp chí Giáo dục

Vận dụng lí thuyết thể chế mới phân tích các động lực ngoại sinh và điểm nghẽn thể chế trong tự chủ giáo dục đại học Việt Nam

Trần Thị Phương Nam — 2026-10-20

Under digital transformation and governance reform pressures, the institutional framework for higher education autonomy in Vietnam demonstrates persistent tension between formal regulations and practical implementation. Anchored in the New Institutional Theory and systemic complexity theory, this study utilizes Richard Scott’s three institutional pillars (Regulative, Normative, Cultural-Cognitive) to examine sector-specific bottlenecks. Employing Qualitative Document Analysis (QDA) via directed content analysis, the study systematically screens 38 macro-level policy documents spanning the 2013–2024 reform cycle, complemented by critical post-2024 contextual dialogue. Findings conceptualize four exogenous drivers (Political-Legal, Economic-Globalization, Technological-Digital, Socio-Cultural) while delineating three critical institutional bottlenecks:
(1) structural imbalance between administrative autonomy and public financial disinvestment; (2) institutional lag in socio-technical and digital regulatory standards; and (3) ceremonial isomorphism and structural decoupling driven by cultural-cognitive inertia. The study highlights the transition from hierarchical control to adaptive, data-informed governance. Based on qualitative scenarios toward 2035 and 2045, we propose a strategic framework integrating multi-tiered embedded accountability and digital regulatory sandboxes, reconciling state regulation with authentic institutional autonomy.

Đánh giá đa nguồn năng lực giao tiếp và hợp tác trong môi trường số của học sinh tiểu học: Xu hướng thay đổi của kết quả đánh giá qua bốn bài học can thiệp

Hồng Huệ Cao — 2026-10-20

Digital communication and collaboration competence (DCCC) is a core component of digital competence among primary school students. Self-assessment, the most commonly used approach for assessing this competence, has limited reliability and remains insufficiently validated for primary school students. Multi-source assessment has been considered a feasible alternative; however, empirical evidence remains limited, particularly studies that concurrently examine multiple assessment sources over time. This study describes and compares trends in DCCC assessment results among primary school students using three assessment sources: student self-assessment, peer assessment, and teacher assessment, during a pedagogical intervention in primary school ICT lessons. A quasi-experimental design was employed across eight primary schools, with the present analysis focusing on descriptive data from the intervention group. Data were collected repeatedly after four consecutive intervention lessons and analyzed using descriptive statistics. The results showed that all three assessment sources recorded a broadly consistent upward trend, with the most evident change occurring at the same stage across the three sources. At the same time, differences in absolute scores persisted among the assessment sources, being most pronounced during the early stages of the intervention, decreasing sharply after the first lesson before fluctuating slightly in the final two lessons. These findings indicate that combining multiple assessment sources is a feasible approach, providing additional empirical evidence for monitoring trends in DCCC assessment results among students in primary school ICT lessons. They also suggest that the results of multi-source assessment should be interpreted cautiously during the early stages of an instructional intervention.

Mô hình dạy học trong giáo dục đại học: Tổng quan lí luận và hàm ý đối với Việt Nam

Nguyễn Đức Ca — 2026-10-20

In the context of higher education reform and digital transformation, examining teaching models is essential for informing instructional innovation in Vietnamese universities. This paper employs a literature review approach to synthesize the theoretical foundations of teaching models in higher education and derive implications for the Vietnamese context. The reviewed sources include peer-reviewed journal articles, academic books, and national and international policy documents related to higher education teaching models. The literature was selected based on topical relevance, academic quality, and full-text accessibility. The 27 selected documents were analyzed through thematic coding and qualitative content synthesis. The review identifies several teaching models frequently discussed in the literature, including traditional teaching, blended learning, flipped classroom, project-based learning, and problem-based learning. The findings also indicate a shift from knowledge transmission toward learner-centered approaches, greater integration of digital technologies, and competency-based education. Based on the synthesized evidence, the paper discusses key conditions and challenges associated with implementing these teaching models in Vietnamese higher education. It further proposes implications for enhancing digital pedagogical competencies of faculty members, strengthening technological infrastructure, developing digital learning resources, and reforming assessment practices to align with competency-based education.

Quản lí sử dụng kết quả đánh giá chuẩn đầu ra trong cải tiến chương trình đào tạo đại học: Tổng quan nghiên cứu

Sơn Lê Phước — 2026-10-20

Managing the use of program learning outcomes (PLO) assessment results has become an increasingly important component of internal quality assurance in higher education. Although PLO assessment has been extensively investigated, research on the management of assessment-result utilization for continuous program improvement remains conceptually fragmented and lacks a unified educational management perspective. This study systematically reviews national and international literature using a Systematic Literature Review (SLR) approach combined with thematic synthesis. Analyzing 46 selected peer-reviewed sources revealed a clear shift in international scholarship from developing assessment systems toward managing the utilization of assessment evidence to support continuous program improvement. The study proposes an integrated theoretical framework encompassing four dimensions of management capacity (Individual, Organizational, Systemic, Cultural) that interact to explain how assessment results are translated into program improvement decisions. This review synthesizes current evidence, identifies the principal research gap, and provides a solid theoretical foundation and practical guidance for future empirical studies, aiding universities in transitioning from compliance-based quality assurance to evidence-informed quality governance.

Các yếu tố ảnh hưởng đến giáo viên tiếng Anh trong quá trình triển khai đổi mới giáo dục tại Việt Nam: Một nghiên cứu tổng quan phạm vi

Nhi Huỳnh — 2026-10-20

As Vietnam intensifies its educational reforms, the factors influencing how English teachers translate policy requirements into teaching practices need to be systematically identified. This study synthesizes and analyzes empirical studies on factors influencing EFL teachers’ implementation of educational reforms in Vietnam, using a scoping review approach. Studies were identified from international databases and Vietnamese academic sources, screened against predefined eligibility criteria, and analyzed through data extraction, synthesis, and thematic categorization. The review dataset comprised 22 empirical studies published between 2008 and 2025. The findings indicate that these factors can be categorized into four main groups: (1) reform-related factors, (2) school-related factors, (3) teacher-related factors, and (4) learner-related factors. The review also highlights the roles of teacher agency, school support, and contextual conditions in educational reform implementation. This study provides a synthesized overview of the factors shaping EFL teachers’ implementation of educational reforms in Vietnam, offering a foundation for future research and teacher support policies.

Giáo dục tài chính cho học sinh trong dạy học chủ đề “Diện tích xung quanh của hình lăng trụ đứng” (Toán 7) theo định hướng giáo dục STEM

Nguyễn Thanh Hải — 2026-10-20

Given the 2018 General Education Curriculum’s emphasis on learner competency development and the growing interest in financial education, integrating financial education into mathematics instruction via a STEM-oriented approach represents a promising yet under-researched avenue. This paper proposes a process for integrating financial education into the teaching of the topic “Lateral Surface Area of Right Prisms” (Mathematics, Grade 7) within a STEM framework and evaluates the process’s feasibility through a pedagogical experiment. The study employed methods including literature analysis and synthesis, instructional design, and a pedagogical experiment involving 34 students from a secondary school in Ho Chi Minh City. Experimental results indicate that the students actively engaged in learning activities and successfully applied mathematical knowledge to calculate costs, estimate budgets, determine selling prices, compute profits, and select appropriate financial strategies. The paper affirms the feasibility of integrating financial education into STEM-oriented mathematics instruction and provides a practical reference for secondary school teachers designing and organizing real-world-oriented lessons.

Thiết kế hoạt động trải nghiệm theo mô hình STSE nhằm phát triển năng lực giải quyết vấn đề trong dạy học phần “Sinh thái học và môi trường” (Sinh học 12)

Lê Ngọc Thùy Linh — 2026-10-20

Within Vietnam’s 2018 General Education Curriculum, the Ecology and Environment content in Grade 12 Biology provides opportunities to organize experiential learning activities based on the Science-Technology-Society-Environment (STSE) model to develop students’ problem-solving competence. This study proposes a procedure for designing STSE-based experiential learning activities and a corresponding assessment framework through document analysis, surveys of teachers and students at upper secondary schools in Hanoi and Hung Yen, and expert appraisal. The findings indicate that teachers’ awareness and application of STSE remain limited, while students’ problem-solving competence is not yet well developed. On this basis, the study develops a procedure for designing experiential learning activities, an assessment framework comprising five components, and a sample activity entitled “Investigating Plastic Waste.” Expert appraisal results indicate that the proposed products demonstrate a high level of content relevance. Further pedagogical experimentation is required to verify the effectiveness of the proposed procedure.

Các yếu tố ảnh hưởng đến năng lực số của sinh viên: Nghiên cứu tại Trường Đại học Quảng Nam

Huỳnh Trọng Dương — 2026-10-20

In the context of digital transformation, digital competence has become a core competency for students. However, empirical research on factors influencing students’ digital competence at Vietnamese universities remains limited. This study aims to identify these factors among students at Quang Nam University using Structural Equation Modeling (SEM) and a quantitative, cross-sectional research design, based on 558 valid survey responses. The results indicate that several factors positively influence digital competence: Subjective norms exert the strongest influence (β = 0.314), followed by IT self-efficacy (β = 0.280), personal innovativeness (β = 0.244), peer collaboration (β = 0.205), and infrastructure support (β = 0.159). Conversely, attitude toward digital technology shows a negative statistical association (β = -0.225). The model explains 85.4% of the variance in students’ self-reported digital competence. This study contributes empirical evidence regarding the factors influencing student digital competence at a local university in Viet Nam and provides a scientific basis for formulating policies and solutions to enhance digital competence in response to the demands of digital transformation in higher education.

Kiến thức, sự tự tin và thái độ của giáo viên mầm non về giáo dục trẻ rối loạn phổ tự kỉ: Nghiên cứu định lượng tại Thành phố Hồ Chí Minh

Hương Bùi Thị Giáng — 2026-10-20

To successfully implement inclusive education for children with Autism Spectrum Disorder (ASD), it is crucial that teachers possess knowledge about ASD, feel confident in educating children with ASD, and hold a positive attitude toward the inclusion of children with ASD. This study evaluates the knowledge, confidence, and attitudes of 385 preschool teachers in Ho Chi Minh City to serve as a foundation for proposing solutions to enhance the capacity to educate children with ASD, thereby ensuring children’s right to education. The research indicates that teachers’ knowledge about ASD is only at a moderate level; they are adept at recognizing the signs but have limited understanding of the causes and intervention methods. Despite this, their levels of confidence and positive attitudes toward their work are relatively high. These three factors demonstrate positive correlations and are closely interrelated. The findings reaffirm that preschool teachers still lack specialized knowledge regarding ASD. Furthermore, the study emphasizes the necessity of providing professional training on ASD, alongside nurturing positive attitudes, enabling teachers to overcome the pressures associated with the inclusive education of children with ASD in preschool environments.

Ảnh hưởng của chiến lược và cam kết lãnh đạo nhà trường, quản trị tri thức đến hiệu suất làm việc của giáo viên phổ thông: Vai trò trung gian của động lực nghề nghiệp

Minh Tuyên Bùi — 2026-10-20

In the context of General Education Curriculum reform and digital transformation, teachers’ professional performance plays a decisive role in educational quality. Based on Self-Determination Theory and the organizational management perspective in schools, this study aims to examine the relationships between top management strategies and commitment, knowledge management, and job performance of general education teachers, while also considering the role of work motivation. Data were collected from 300 teachers through an online survey and analyzed using the PLS-SEM method. The results indicate that top management strategies and commitment have positive effects on both work motivation and job performance; knowledge management positively influences work motivation but does not have a direct effect on job performance; and work motivation positively affects job performance and serves as a mediating variable in the model. Based on these findings, the study suggests that schools should strengthen leadership quality, develop knowledge-sharing environments, and pay greater attention to enhancing teachers’ work motivation.

Mối liên hệ giữa sử dụng mạng xã hội có vấn đề với các triệu chứng trầm cảm, lo âu và căng thẳng ở sinh viên: Nghiên cứu tại Trường Đại học Lao động - Xã hội

Ngọc Vũ Thúy — 2026-10-20

In this digital age, the widespread use of social media poses potential risks to the psychological well-being of young people. Using a cross-sectional design and a stratified cluster random sampling method, this paper investigates the relationship between problematic social media use and symptoms of depression, anxiety, and stress among 392 students at the University of Labour and Social Affairs via the IAT-SNS and DASS-21 scales. The results reveal notable rates of anxiety (54.8%) and depression (52.6%). Notably, the study records a significant positive correlation (p < 0.01) between problematic social media use and these psychological symptoms. The aspect of negative emotional expressions and conflicts shows the clearest tendency of association with psychological distress, with a correlation coefficient larger than that of daily usage time. These findings serve as a practical foundation for proposing psychological counseling and digital well-being education measures for university students.

Các yếu tố ảnh hưởng đến ý định và hành vi sử dụng hệ thống học tập thích ứng của sinh viên đại học: Tiếp cận mô hình UTAUT

Lê Minh Thư Lê Minh Thư — 2026-10-20

This study examines university students’ acceptance and use of adaptive learning systems and tests the original UTAUT path from facilitating conditions (FC) to actual use (USE). Data from 387 Vietnamese university students with direct experience of adaptive functions were analyzed using PLS-SEM and 5,000 bootstrap resamples. All five hypotheses were supported. Social influence was the strongest predictor of behavioral intention (BI) (β = 0.389), while BI (β = 0.611) and FC (β = 0.264) predicted USE. The model explained 68.6% of BI and 68.9% of USE; SRMR was 0.060. Discriminant validity was only partially supported because three HTMT values exceeded 0.85. The findings provide context-specific support for parallel BI→USE and FC→USE mechanisms and suggest that universities should combine pedagogical encouragement with infrastructure and technical support. Causal and predictive claims remain limited by the cross-sectional, self-reported design.

Hợp tác giữa nhà trường và doanh nghiệp trong thúc đẩy khởi nghiệp đổi mới sáng tạo cho sinh viên: Phát triển khung UBIE từ nghiên cứu sáu cơ sở giáo dục đại học tại Việt Nam

Thu Phạm Xuân — 2026-10-20

Collaboration between higher education institutions (HEIs) and businesses plays an important role in promoting innovative entrepreneurship among students. The study identifies key patterns and core elements of university-business collaboration and, on this basis, develops a framework for fostering innovative entrepreneurship among students. Employing a qualitative multiple-case study design, the study combines document analysis with the purposive selection of six Vietnamese higher education institutions, which are examined across six analytical dimensions. The findings identify four forms of collaboration: research-technology-commercialization; incubation-acceleration-local engagement; education-experiential learning-project development; and transitional collaboration. Five core elements are identified: strategic governance, business engagement, the coordinating capacity of intermediary institutions, a continuous support chain, and the openness of collaborative arrangements. Based on these findings, the study proposes the University-Business Innovation Ecosystem (UBIE) Framework, comprising six interconnected components and operating through a cyclical process from problem identification to commercialization, feedback, and continuous improvement. The UBIE Framework provides an adaptive reference framework for developing innovative entrepreneurship ecosystems within Vietnamese HEIs.

Văn hóa nhà trường số và hiệu suất làm việc: Mô hình tác động từ thể chế và nguồn lực tại Đại học Quốc gia Hà Nội

Thị Mùi Khuất — 2026-10-20

In Vietnam, major policies of the Party and State (such as Resolution No. 52-NQ/TW and the National Digital Transformation Program to 2030) emphasize the central role of digital technology in improving the quality of human resources and operational efficiency of educational institutions. In that context, Vietnam National University, Hanoi is pioneering the promotion of comprehensive digital transformation to optimize academic administration capacity and improve work performance of staff and lecturers. The study aims to examine the effect of institutional and strategic direction as well as infrastructure and human resources on individual work performance through digital campus culture as a mediating mechanism in the digital transformation context at Vietnam National University, Hanoi. Survey data from 133 faculty members and academic managers were analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM) with SmartPLS 4. The empirical results reveal that both antecedent factors significantly and positively influence digital school culture, with infrastructure & human resources playing a dominant role. Furthermore, digital school culture is the strongest direct predictor of individual work performance and serves as a significant statistical mediator in the structural model. Based on these findings, the study provides practical managerial implications for Vietnam National University, Hanoi in establishing unified digital regulations, optimizing shared digital platforms, and fostering an adaptive digital culture.

Các đặc điểm tâm trắc của thang đo cảm nhận lòng trắc ẩn ở cha mẹ (PPCS)

Thị Huyền Trang Lê — 2026-10-20

Given the lack of tools to measure parental compassion from the child’s perspective, this study aimed to develop and evaluate the initial psychometric properties of a scale suitable for the Vietnamese cultural context: the Perceived Parental Compassion Scale. A qualitative approach was used to gather input from three psychologists, followed by a quantitative survey of 585 children aged 12-16 in rural Northern Vietnam. Exploratory and confirmatory factor analyses were then conducted to validate the scale. Starting with 24 items organized into three factors, the combined qualitative and quantitative findings resulted in a two-factor structure: “openness to the child’s suffering” and “effort to alleviate the child’s suffering.” The final scale comprises 13 items for fathers and 12 items for mothers. This tool enables the separate assessment of children’s perceptions of their parents’ compassion. The scale demonstrated satisfactory psychometric properties regarding reliability and validity; thus, the Perceived Parental Compassion Scale is a promising tool for future research. Practical implications regarding the scale’s application and recommendations for future studies are also discussed.

Thích nghi và đánh giá đặc tính tâm trắc của thang đo kĩ năng quản lí thời gian (TMQ) trên sinh viên Đại học Huế

Phu Nguyễn Bá — 2026-10-20

In higher education, time management skills are considered a key academic competency, contributing to enhanced learning effectiveness, self-regulation, and academic success among students. This study presents the cultural adaptation and psychometric evaluation of the Time Management Questionnaire (TMQ) developed by Britton and Tesser (1991) using a sample of 183 students from Hue University, Vietnam. The Vietnamese version of the instrument was developed following a standardized cross-cultural adaptation procedure prior to the main survey. The results showed that, after the psychometric evaluation, the questionnaire was reduced from 18 to 11 items and demonstrated good internal consistency (Cronbach’s alpha = 0.887). Exploratory factor analysis identified a two-factor structure comprising Planning and Time Organization Skills and Monitoring and Optimizing Time Use, explaining 58.672% of the total variance. The findings provide preliminary evidence for the internal consistency and structural validity of the Vietnamese version of the TMQ, offering a foundation for future validation studies and supporting the assessment of university students’ time management skills in the context of higher education in Vietnam.

Sự khác biệt về năng lực cảm xúc - xã hội theo đặc điểm cá nhân, gia đình và cơ sở giáo dục của học sinh giáo dục thường xuyên: Nghiên cứu tại Thành phố Hồ Chí Minh

Trương Thị Khánh Hà — 2026-10-20

Research on social-emotional competence in Vietnam has focused primarily on students in mainstream education, while evidence on students in continuing education remains limited. This study aimed to examine differences in social-emotional competence according to selected individual, family, and educational institution characteristics among continuing education students in Ho Chi Minh City. A cross-sectional survey was conducted with 688 students in Grades 10-12 from five continuing education centers, using the Vietnamese version of the Social and Emotional Competence Questionnaire (SECQ), with its factor structure adjusted based on confirmatory factor analysis in the present sample. The mean overall social-emotional competence score was above the midpoint of the six-point scale (M = 4.13), although scores varied across components. Of the 36 comparisons across six background characteristics, only five reached statistical significance, with effect sizes ranging all small or small-to-moderate. Notably, self-management had the lowest mean score (M = 3.86), the greatest variability among students, and the largest gender difference (d = 0.39). The findings provide quantitative evidence on social-emotional competence among continuing education students in Ho Chi Minh City and suggest that support needs should be identified by assessing students’ competence in specific components rather than relying solely on background characteristics.