Tạp chí Giáo dục

Giải pháp triển khai ứng dụng mô hình quản lí dựa trên nhà trường ở các trường phổ thông tại Việt Nam

Phạm Thế Kiên Phạm Thế Kiên — 2026-04-20

The School-Based Management (SBM) model is a global trend in education governance reform that aimsto enhance school autonomy, accountability, and stakeholder participation in school management. In Vietnam, although various directives, policies, and legal documents have laid the foundation for the adoption of SBM, its implementation in practice remains inconsistent. Based on a synthesis of theoretical foundations, analysis of the current situation, and relevant policies, this article proposes six specific solutions to effectively implement the SBM model in Vietnamese general education schools. These include: (1) completing the legal framework; (2) improving the capacity of the educational workforce; (3) reforming financial mechanisms and investing in infrastructure; (4) promoting the roles ofschool councils and the community; (5) applying technology in school management; and (6) building a culture of democratic governance and accountability. The proposed solutions are structured according to objectives - content - implementation methods, with clearly identified responsible actors, aiming to contribute to a fundamental and comprehensive reform of general education toward a modern, flexible, and effective management approach.

Xây dựng tiêu chí chọn lọc quản lí cấp trung trong thời đại trí tuệ nhân tạo bằng phương pháp Delphi

Phạm Quang Huy Phạm Quang Huy — 2026-04-20

The development of artificial intelligence, coupled with changes in the labor market, is creating a demand for innovation in governance and workforce development in Vietnamese vocational education. Within the school management structure, middle management serves as an intermediary between strategic direction and professional activities, directly supporting lecturers in adapting to technology. However, the selection process for this workforce currently lacks a unified set of criteria that meets the requirements of digital transformation and the application of artificial intelligence. This paper applies the Delphi methodology, involving 22 experts across two rounds of surveys, achieving a consensus rate of over 85%, to develop a set of criteria for selecting middle management in vocational education institutions. The results show that the criteria system comprises four groups of level 2 criteria: capacity development, management system improvement, work culture building, and learning culture building, corresponding to 15 level 3 criteria. The criteria system developed not only supplements the theoretical basis of middle management in the context of artificial intelligence but also provides a usable reference framework for the selection, evaluation, and development of middle management teams in vocational education practice.

Dự báo khoảng cách cung - cầu nhân lực trình độ đại học một số ngành kĩ thuật then chốt tại Việt Nam và vai trò của giáo dục đại học

Ngô Thị Thanh Tùng Ngô Thị Thanh Tùng — 2026-04-20

In the context of comprehensive educational reform and the demand for improving human resource quality, developing professional competenciesfor pre-service teachers has become a central mission of teacher education institutions. However, current practices indicate that pedagogical training activities often lack systematic organization and alignment with competencybased learning outcomes. This study quantitatively analyzes the supplydemand gap for university-level human resources in pivotal engineering sectors, which are foundational to Vietnam's industrialization and sustainable economic development. The paper addresses a research gap by shifting focus from the qualitative “skills gap” to the absolute quantitative shortage of manpower. Employing a mixed-method quantitative approach (descriptive statistics for supply 2019-2023 and econometric forecasting for demand), results show the gap is projected to widen and become increasingly severe across all analyzed sectors. The study affirms the central role of higher education in strategically expanding enrollment capacity to bridge this disparity. Recommendations include synchronous solutions, notably targeted public investment and institutionalizing a transparent national Labor Market Information system.

Vận dụng tư tưởng học tập trải nghiệm của John Dewey trong tổ chức dạy học học phần Giáo dục học ở trường đại học theo mô hình lớp học đảo ngược

Nguyễn Thị Thu Trang Nguyễn Thị Thu Trang — 2026-04-20

Dewey’s educational thought is among the most coherent philosophical frameworks for explaining the Flipped Classroom model, not as a forced association but as a natural alignment. The research findings indicate that approaching the flipped classroom model from John Dewey’s educational philosophy contributes to expanding the theoretical framework of this model, offering a fresh perspective that both inherits classical educational values and meets the requirements of contemporary instructional innovation. Based on an analysis of Dewey’s experiential learning philosophy, the article clarifies the “compatibility” between this philosophy and the defining characteristics of the flipped classroom model in higher education teaching. Accordingly, the authors propose a teaching process for the Educational Studies course following the flipped classroom model grounded in John Dewey’s experiential learning philosophy. This process is structured into three stages: pre class, in class, and post class with illustrative examples. This process provides a theoretical orientation to support lecturers in designing instructional activities that promote student engagement and experiential learning.

Phát triển năng lực tự chủ học tập cho sinh viên đại học: tiếp cận từ mô hình động lực học tập của Rolland Viau

Lữ Quốc Vinh Lữ Quốc Vinh — 2026-04-20

Rolland Viau's learning motivation model serves as a psychologicaleducational theoretical framework to clarify the motivational foundation of self-directed learning in university students. The research is conducted using a theoretical approach, based on the analysis and synthesis of literature to clarify the relationship between learning motivation and the manifestations of self-directed learning. This demonstrates that motivation not only drives learning behavior but also structuresthe process of forming and operating this ability in specific learning tasks. Subsequently, it proposes several directions for designing learning activities, assessment practices, and the role of instructors in contributing to the development of self-directed learning in university students. Applying Viau's model not only helps to further explain the structure of learning motivation but also opens up a systematic view of the mechanisms ofself-directed learning formation in students within the current higher education environment.

Nhận thức của giáo viên mầm non trong việc đáp ứng nhu cầu ngôn ngữ đa dạng của trẻ: nghiên cứu trường hợp lớp Montessori 3–6 tuổi

Đinh Thanh Tuyến Đinh Thanh Tuyến — 2026-04-20

Language development is one of the core tasks of early childhood education, playing a foundational role in the formation of children’s thinking, their capacity for behavioralregulation, and the construction ofsocial identity. This study examines how Montessori preschool teachers in Vietnam perceive and address linguistic diversity in mixed-age classrooms for children aged 3-6. Using a qualitative case study approach, semi-structured interviews were conducted with 14 teachers and teaching assistants from Montessori schools in Hanoi, Ho Chi Minh City, andCamPha. The findingsindicate that teachers interpret linguistic diversity through core Montessori principles such as respect for individual learning pace and acceptance of silent periods, and employ flexible strategiesincluding action-based language modelling, natural translanguaging, and indirect correction. However, their practices are constrained by contextual factors such as parental expectations, large class sizes, and limited bilingual Montessori materials. The study contributes to clarifying pedagogical practices that respond to children’s diverse linguistic needs and offers implications for professional development, as well as policy directions to support sustainable bilingual/multilingual education in early childhood education.

Ảnh hưởng của năng lực cảm xúc - xã hội đến hành vi can thiệp của người chứng kiến bắt nạt trực tuyến ở học sinh trung học phổ thông tại Thành phố Hồ Chí Minh

Phạm Quốc Dương Phạm Quốc Dương — 2026-04-20

This study examines the differential predictive roles of five components of social-emotional competence (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) on bystander intervention behavior in cyberbullying situations among high schoolstudents in Ho Chi Minh City. Data were collected through an online survey administered to 313 high school students (grades 10-12) over a two-month period. Standard multiple regression analysis was conducted to determine the unique contribution of each SEC component in predicting bystander intervention behavior. Results revealed that responsible decision-making emerged as the strongest predictor. The overall model achieved statistical significance, F(5, 307) = 4.495, p < .001, accounting for 6.8% of the variance in bystander intervention behavior (R² = .068, Adjusted R² = .053). These findings suggest that enhancing ethical decision-making and interpersonal competencies, particularly through school-based social-emotional learning programs, may be effective in promoting active bystander intervention against cyberbullying. The study identifies responsible decision-making as a key target for prevention strategies. Limitations include the cross-sectional design which precludes causal inference,self-report measurementsusceptible to social desirability bias, and modest effect size. Longitudinal research and intervention studies are needed to confirm causal pathways.

Các yếu tố ảnh hưởng đến hoạt động tư vấn tâm lí học đường ở trường phổ thông tại tỉnh Nghệ An

Trần Hằng Ly Trần Hằng Ly — 2026-04-20

In the context of the growing demand for school psychological counseling in general education institutions, this study examines the factors influencing school counseling activities in Nghe An province. Adopting an ecological perspective and a comprehensive school counseling approach, the study develops and tests a model comprising six factors using structural equation modeling (SEM). The results indicate that the model demonstrates a high level of goodness of fit and that all measurement scales exhibit satisfactory reliability. Among the examined factors, the quality and professional competence of counseling staff exert the strongest influence on school counseling activities,followed by cultural, communication, and technological factors as well as policy and management mechanisms, whereas students’ psychological difficulties related to learning and career orientation show a negative effect. These findings provide important empirical evidence to inform management strategies and enhance the effectiveness of school psychological counseling in Nghe An province.

Dạy học nội dung “Số và phép tính” (Toán 5) theo hướng phát triển năng lực tư duy sáng tạo cho học sinh: một nghiên cứu tổng quan hệ thống

Nguyễn Minh Thương Nguyễn Minh Thương — 2026-04-20

The 2018 general education curriculum requires innovation in teaching and learning towards developing students' competencies and qualities. In grade 5, the content area of “Numbers and Operations” plays a fundamental role in forming students' arithmetic knowledge. Through a systematic analysis of studies on developing creative thinking skills in elementary school mathematics teaching and teaching the content module “Numbers and Operations” (Mathematics 5), we found 31 studies. These studies show that many diverse approaches exist worldwide to developing creative thinking skills in elementary school mathematics teaching. In Vietnam, some studies have initially implemented teaching the content module “Numbers and Operations” (Mathematics 5) in a way that develops creative thinking skills for 5th-grade students, but these have mainly focused on surveying the current situation or proposing theoretical frameworks without developing specific teaching methods. Further in-depth research combining modern teaching theories is considered necessary to improve the effectiveness of teaching the content module “Numbers and Operations” meeting the requirements of current educational reforms.

Đề xuất một số biện pháp nhằm phát triển tư duy hình học cho học sinh trung học phổ thông qua vận dụng mô hình van Hiele

Lư Kim Ngân Lư Kim Ngân — 2026-04-20

The development of students' geometric thinking is a central goal of mathematics education, essential for enhancing the effectiveness of geometry learning and fostering students' mathematical reasoning competence. The van Hiele model, a widely adopted framework in mathematics education, provides a hierarchical scale for assessing students' geometric thinking levels and an instructional guide for structuring geometry teaching. Based on theoretical studies and relevant research, this study proposes a set of pedagogical measuresto advance high schoolstudents' geometric thinking by applying the Van Hiele model, thereby improving the efficiency of geometry teaching and learning. The proposed measures focus on three key aspects: designing instructional content based on rigorous hierarchy, organizing learning activities according to the five instructional phases of the van Hiele theory, and assessing geometric thinking using standardized tools. This research serves as a reference for mathematics teachers and educators concerned with related issues in geometry teaching.

Các yếu tố ảnh hưởng đến hiệu quả của hoạt động thực hành và trải nghiệm trong dạy học môn Toán ở trường trung học phổ thông

Trương Thị Dung Trương Thị Dung — 2026-04-20

According to the 2018 General Education Program for Mathematics, practical and experiential activities are identified as a mandatory component, aiming to help students apply knowledge to real-world situations and develop mathematical competencies. This study aims to conduct Exploratory Factor Analysis (EFA) to determine the structure of factors affecting the effectiveness of practical and experiential activities in mathematics teaching at the high school level. Survey data was collected from high school mathematics teachers, with 286 valid responses, conducted between October 20, 2025 and November 5, 2025. The results show that the effectiveness of these activities is influenced by many aspects related to the teacher's design and organizational skills, student characteristics, activity content, organizational conditions, and the level of application of teaching models and methods. This contributesto providing an empirical basisfor the construction and refinement of scales measuring factors affecting the effectiveness of practical activities and experiences in mathematics teaching, serving as a foundation for developing assessment models in subsequent studies.

Niềm tin của giáo viên Toán tương lai về việc dạy và học Toán

Tạ Thị Minh Phương Tạ Thị Minh Phương — 2026-04-20

Teachers’ beliefs are important because they not only shape how teachers perceive mathematics but also influence their instructional choices. Accordingly, this study investigates 139 pre-service mathematics teachers’ beliefs about the nature of mathematics as well as beliefs about teaching and learning mathematics by measuring three dimensions: (1) beliefs about the nature of mathematics, (2) beliefs about learning mathematics, and (3) beliefs about mathematics achievement. The results indicate that prospective mathematics teachers tend to view mathematics as a process of inquiry and discovery while still acknowledging the role of rules in mathematics; moreover, they believe that the ability to learn mathematics is not innate but largely depends on students’ effort and self-directed learning. These findings suggest that teacher education programs should place greater emphasis on developing and refining prospective teachers’ beliefs in order to support positive instructional orientations and promote equitable learning opportunities for students.

“Lưỡng nan sư phạm” trong tổ chức hoạt động STEM của sinh viên chuyên ngành Giáo dục mầm non: phân tích từ dữ liệu phản tư sau thực hành môn học

Nguyễn Mạnh Tuấn Nguyễn Mạnh Tuấn — 2026-04-20

Early childhood STEM education has garnered growing attention as an approach to integrated, experiential learning that fosters young children’s exploratory thinking and problem-solving skills. However, when moving from campus-based coursework to real classrooms, pre-service early childhood teachers often encounter demanding decision-making situations, highlighting a gap between course expectations and practical constraints. This study analyses 27 written reflection forms produced by early childhood education majors after completing 12 theory-based sessions and three practicum teaching sessions in an early childhood setting, using thematic analysis. The findings indicate that students faced STEM-specific pedagogical dilemmas, including whether to scaffold children’s independent design or intervene to maintain lesson pace; whether to prioritise polished products or iterative testing and improvement; whether to pursue deeper dialogue or maintain activity flow; whether to keep materials open for exploration or tighten control for classroom order and safety; and whether to provide hands-on orchestration support or observe and document children’s STEM thinking. Overall,students were often hesitant to make in-the-moment pedagogical decisions in authentic classroom situations, tending to prioritise classroom control and time management over preserving the openness central to STEM learning. The results suggest that STEM preparation for early childhood education majors should emphasise pedagogical decision-making, questioning strategies, materials/space orchestration, and effective coordination between university instructors and school-based mentorteachers during practicum.

Thiết kế và thử nghiệm bài kiểm tra kiến thức cơ bản về trí tuệ nhân tạo cho học sinh trung học cơ sở

Lê Quang Quân Lê Quang Quân — 2026-04-20

The rapid development of artificial intelligence (AI) has created a growing need to implement AI education for general education. In Vietnam, recent educational policies have emphasized the integration of AI education into schools. Thisstudy designed and piloted an assessment instrument to measure basic AI knowledge among lower secondary students. The proposed instrument consists of an 18-item test developed based on a pilot AI education content framework for general education students. Data collected from 468 students were analyzed using the Rasch model within the framework of item response theory (IRT). The results indicate good model fit and high internal reliability (Cronbach’s Alpha = 0.91). The findings confirm the feasibility and value of the instrument for diagnosing lower secondary students’ initial understanding of AI, while also supporting the implementation of AI education in schools. The study furthersuggests directionsfor future research toward a more comprehensive assessment of AI competencies among general education students in Vietnam.

Trường Đại học Vinh ứng dụng mô hình hợp tác “ba nhà” trong giảng dạy trí tuệ nhân tạo: nghiên cứu thí điểm tại các trường trung học phổ thông ở tỉnh Lâm Đồng

Vũ Long Vân Vũ Long Vân — 2026-04-20

Under the impact of Education 4.0, Artificial Intelligence (AI) plays an increasingly pivotal role in innovating pedagogical methods and educational governance. This paper analyzes the current situation and evaluates the effectiveness of an AI training program for teachers in Lam Dong Province, implemented through the "Triple Helix" collaboration model (Government - University - Industry). Utilizing a mixed-methods approach, the study examines teachers’ readiness, practical applicability, and key factors influencing AI adoption post-training. Empirical resultsfrom a sample of 150 high school teachers indicate that the program significantly enhanced digital pedagogical competence, particularly in integrating generative AI into instructional design and personalized learning activities. However, the sustainability and scalability of AI integration remain highly dependent on technological infrastructure and continuous professional support mechanisms. Based on these findings, the paper proposes policy implications to optimize AI teacher training in alignment with the specific socio-economic characteristics of the locality. The findings offer practice-based evidence to inform AI teacher training initiatives within Vietnam’s educational digital transformation, particularly in non-metropolitan contexts. Moreover, the study highlights the necessity of aligning AI training with infrastructural readiness, sustained professional support, and inter-institutional coordination to enhance policy feasibility and long-term implementation in educational systems.

Tổ chức học tập tại thực địa cho học sinh trong dạy học Địa lí ở trường phổ thông

Ngô Thị Hải Yến Ngô Thị Hải Yến — 2026-04-20

In the context of implementing the 2018 General Education Program, the need to connect knowledge with practice and develop students' competencies is becoming increasingly urgent. In teaching geography in high schools, fieldwork is considered a core teaching strategy, which contributes to promoting students to observe, explore and experience geographical phenomena in their living environment. The article focuses on analyzing the role, characteristics and pedagogical value of fieldwork, as well as emphasizing the intuitive, integrated, experiential and practical aspects. At the same time, the article also introduces the types and approaches of deploying fieldwork activitiesin teaching geography in high schools, thereby illustrating with specific examples associated with the curriculum. Research resultsshow that the appropriate application of fieldwork not only helps students consolidate and broaden their knowledge, but also contributes to the formation and development of geographical competence - a manifestation of scientific literacy.

Khả năng phát triển tư duy không gian cho sinh viên trong chương trình sư phạm Địa lí, Trường Đại học Sư phạm Hà Nội năm 2025

Nguyễn Tú Linh Nguyễn Tú Linh — 2026-04-20

To implement breakthrough reforms in education in Vietnam, university teacher education programs must ensure the comprehensive development of students. In Geography Teacher Education, spatial thinking represents both a strength and a distinctive competency that requires focused development. Grounded in the National Research Council analytical framework, this study examines the potential for fostering spatial thinking within the Geography Teacher Education Program at Hanoi National University of Education. The findingsindicate strong potential forspatial thinking development throughout the training process, although uneven across specific components and courses. These findings provide important implications for promoting spatial thinking in students and for revising the program.

Thực trạng sử dụng tư liệu trong dạy học các chủ đề Lịch sử ở trường trung học phổ thông: đánh giá từ giáo viên, học sinh và một số đề xuất

Nguyễn Thị Bích Nguyễn Thị Bích — 2026-04-20

In the 2018 General Education Program, the History subject emphasizes the development of historical thinking through working with documents. This descriptive, cross-sectional study surveyed 42 teachers and 284 students in grades 10–11 using a five-point scale questionnaire, processed data using descriptive statistics, reliability tests, and group comparisons. The results showed that both teachers and students had positive perceptions of the value of documents, but their use in class was only average, mainly for warm-up or illustration; few tasks required in-depth analysis, cross-referenced sources, and arguments from evidence. Barriers included time constraints, test pressure, difficulty reading and understanding historical texts, inadequate technological capabilities, infrastructure, and document banks. The study emphasizes the need to design intensive learning tasks based on materials, build and share curriculum-linked material banks, foster professional and digital capacity for teachers, and improve infrastructure and support mechanisms in schools.

Nâng cao chất lượng dạy học ngoại ngữ nhằm hướng đến mục tiêu xây dựng thế hệ “công dân toàn cầu”: thực trạng và đề xuất biện pháp

Nguyễn Văn Lượng Nguyễn Văn Lượng — 2026-04-20

n the context of globalization and the Fourth Industrial Revolution, foreign language proficiency has emerged as a core competency, playing a pivotal role in the development of high-quality human resources. This paper analyzes the current landscape of foreign language education in Vietnam, focusing on national policies, key achievements, institutional autonomy, governance, faculty development, and international cooperation, while identifying existing limitations. From this analysis, the study proposes strategic measures to enhance teaching quality, aiming to cultivate a generation of “global citizens” equipped with linguistic proficiency, creative thinking, and high adaptability. The findings indicate that despite significant progress, foreign language education has yet to fully meet the demands of international integration due to persistent inadequacies in curricula, pedagogical methods, facilities, and teaching staff. This research provides a robust scientific and practical foundation for further improving the quality of foreign language education in Vietnam amidst ongoing global integration.

Thực trạng cảm nhận hạnh phúc và các yếu tố nghề nghiệp liên quan của giáo viên mầm non tại Thành phố Hồ Chí Minh

Đào Thị Sâm Đào Thị Sâm — 2026-04-20

In the context of increasing professional pressure and the need to improve the quality of childcare and education, the issue of professional happiness among preschool teachers is a concern in educational research. This study aims to describe the level of perceived happiness among preschool teachersin Ho Chi Minh City and examine the relationship between this perception and professional factors such as work environment and professional pressure. A survey of 300 preschool teachers using self-reported questionnaires and descriptive statistical analysis, along with Pearson correlation, showed that teachers had a relatively high level of perceived happiness (M = 7.46, SD = 1.85), while satisfaction with the work environment was low (M = 2.02) and professional pressure was high (M = 3.15). Correlation analysis revealed that perceived happiness did not have a statistically significant linear relationship with the work environment and professional pressure (p > 0.05), while the professional factors were correlated with each other. The results reflect the inconsistency between teachers' subjective perceptions of happiness and objective working conditions, suggesting that occupational happiness is influenced by both personal and professional context factors, and providing a practical basis for improving the working environment and welfare support policies for preschool teachers.