Tạp chí Giáo dục

Xây dựng tiêu chí đánh giá năng lực hành nghề của sinh viên đại học theo mô hình vốn phát triển năng lực hành nghề (Employability Capital Growth Model)

Đức Long Phạm — 2025-12-05

The employability of university students has attracted considerable attention from students, higher education institutions, and employers. Several employability assessment frameworks have been widely utilized in higher education, including USEM, CareerEDGE, and the Employability Capital Growth Model. While the USEM and CareerEDGE models have been exploited in Vietnam to develop employability assessment tools, the Employability Capital Growth Model remains relatively novel. To date, no published study focuses on constructing an employability assessment tool based on this model. This article presents the development of 50 items for assessing students’ employability growth capital. The established criteria cover 08 types of professional capacity, ensuring systematicity and applicability in self-assessment as well as training program design. Establishing these items represents a critical step in developing and validating a tool to measure employability for university students, which enables them to self-assess and identify areas for improvement. Such a valid employability tool aims to assist undergraduates in finding jobs and succeeding in their careers after graduation.

Đề xuất khung năng lực giáo viên dạy văn hóa tại các trung tâm giáo dục nghề nghiệp – giáo dục thường xuyên

Huyền Trang Hồ — 2025-12-05

Currently, fostering professional competencies for teaching staff is one of the key solutions to improve the quality of literacy education and the operational efficiency of Vocational - Continuing Education Centers. Based on local and international research on the competency framework for teachers and teaching at continuing education centers, the study uses the DACUM career analysis method to identify the characteristics of professional responsibilities among academic teachers at Vocational - Continuing Education centers. The research team proposes a competency framework for academic teachers at Vocational - Continuing Education centers with 5 general competencies and 15 component competencies, accompanied with 50 detailed descriptions. The research results serve as the basis for future research on curriculum and training materials to improve the capacity of continuing education teachers, especially in assessing the competency of academic teachers in accordance with the specific organization and operation of Vocational - Continuing Education centers.

Đánh giá mức độ tích hợp năng lực thông tin và truyền thông trong chương trình giáo dục phổ thông môn Ngữ văn 2018 theo khung tham chiếu của UNESCO

Trần Ngọc Oanh Hồ — 2025-12-05

In the digital era, Media and Information Literacy (MIL) is an essential competence that enables students to effectively access and process information. UNESCO (2013) issued the Global MIL Assessment Framework, and in 2025, the Vietnamese Ministry of Education and Training (MOET) introduced the Digital Competence Framework for learners to foster digital skills in education. The 2018 General Education Curriculum for Literature has the potential to integrate MIL; however, it has not yet been systematically evaluated against international standards. This article assesses the extent to which MIL elements are integrated into the lower secondary Literature curriculum, using UNESCO’s MIL Framework and MOET’s Digital Competence Framework as benchmarks. The findings indicate that the curriculum has begun to incorporate aspects such as critical reading, digital content creation, and media-based communication. Nevertheless, it lacks clear guidance on digital information assessment, identification of misinformation, digital safety, and ethics. Based on these results, the study proposes adjustments to curriculum content and teaching methods toward interdisciplinary MIL integration, as well as the development of teaching resources and instructional guidelines. These measures aim to strengthen students’ digital competence in the context of increasingly digitalized education.

Vận dụng dạy học khám phá có hướng dẫn vào dạy học “Định lí Pythagore” (Toán 8)

Ái Quốc Nguyễn — 2025-12-05

The guided discovery learning method was introduced by Bruner in the early 1960s, based on the constructivist model and has been continuously developed to this day. This method is consistent with the 2018 General Education Program for Mathematics, which aims to create opportunities for students to experience and apply mathematics in practice, creating connections between mathematical ideas and between mathematics and practice. The study presents a guided discovery learning process of the Pythagorean theorem (Math 8) and illustrates this process in teaching the Pythagorean theorem to 8th grade students at a secondary school in Ho Chi Minh City. The experimental results show that students are interested in solving learning tasks and discovering the Pythagorean theorem themselves under the guidance of teachers. Qualitative analysis methods are used to evaluate the feasibility and effectiveness of the developed teaching process.

Một số biện pháp phát triển năng lực tư duy và lập luận toán học cho học sinh trong dạy học chủ đề “Hệ thức lượng trong tam giác” (Toán 10)

Văn Quý Phạm — 2025-12-05

In the context of the current general education reform, developing students' mathematical thinking and reasoning competencies is considered a key mission to improve the quality of teaching mathematics. This ability not only helps students deeply understand the nature of knowledge but also forms the ability to think logically, critically and creatively in problem solving. The study proposes three measures to develop students' mathematical thinking and reasoning abilities in teaching the topic “Triangle relations” (Mathematics 10). In the teaching process, teachers need to flexibly apply the proposed measures to accommodate student’s characteristics, level and learning interests; encourage them to actively observe, analyze and present solutions to problems according to their understanding; ultimately forming logical thinking and reasoning competencies and know how to compare, analyze, generalize and flexibly apply triangle relations to solve mathematical problems as well as practical problems.

Dạy học nội dung “Xác suất - Thống kê” (Toán 11) theo hướng phát triển năng lực số cho học sinh phổ thông ở tỉnh Lâm Đồng

Thụy Phương Trâm Nguyễn — 2025-12-05

In the context of the Fourth Industrial Revolution, digital transformation in education has become an urgent requirement to foster and develop digital competence among secondary school students. In light of the 2018 General Education Program and Circular No. 02/2025/TT-BGDĐT, digital competence should be flexibly and effectively integrated into subject teaching rather than implemented separately. The current situation in Lam Dong province reveals that the integration of digital content into the teaching of Probability and Statistics remains limited, resulting in underdeveloped digital competence among students. To address this issue, the authors designed and experimentally implemented instructional scenarios for Probability and Statistics following a five-step process aligned with Circular No. 02/2025/TT-BGDĐT. The experimental results indicate that the proposed solutions significantly enhanced students’ digital competence, stimulated their learning motivation, and strengthened their ability to apply knowledge in practice.

Sử dụng công cụ số trong đánh giá quá trình về kĩ năng đọc tiếng Anh của học sinh tiểu học: từ góc nhìn của giáo viên đến hàm ý sư phạm

Thị Duyên Lê — 2025-12-05

In international primary schools in Ho Chi Minh City, digital technology has successfully supported formative assessment in reading instruction. The study explores English teachers’ perceptions at an international primary school in Ho Chi Minh City regarding the integration of digital tools for formative assessment in teaching reading skills to fifth-grade students. The study yields three key findings based on semi-structured interviews and thematic analysis: (1) the teachers agreed that online resources supported students with timely feedback and engaged them with authentic tasks; (2) the teachers identified practical challenges in the mainstream context of primary classrooms, including the challenge of managing student distractions and the pedagogical challenge of adapting tools to meet the needs of primary students; (3) the pedagogical component of the model was the overarching factor that demonstrates teachers' integrated technological, pedagogical, and content competencies, and thus is helpful in leveraging the potential of technology in the service of learning. The study confirms that the effective use of technology for formative assessment is determined more by teachers' pedagogical design and less by the availability of tools, which points to clear implications for teacher professional development and policy.

So sánh chương trình Khoa học cấp trung học cơ sở của Hồng Kông và chương trình Khoa học tự nhiên của Việt Nam và một số khuyến nghị

Thị Phương Chi Cao — 2025-12-05

In the context of global education innovation, learning from experiences of other countries with similar cultures with advanced education results is crucial. This paper focuses on analyzing and comparing Hong Kong's lower secondary science program (specifically the 2025 Curriculum Framework) and Vietnam's secondary natural science program (dated 2018). By using comparative education methods, this research points out the key similarities and differences in the two curricula such as the structure of the program content, the proportion of practical knowledge, the level of knowledge acquisition, and differentiation in the compulsory subject curricular right at the lower secondary level. Based on these findings, this study proposes some recommendations to increase the proportion of practical knowledge as well as differentiation in the subject, take advantage of IT and AI in teaching and learning lower secondary science to promote subject effectiveness.

Phát triển và xác thực thang đo năng lực số của sinh viên sư phạm Việt Nam: nghiên cứu định lượng bằng EFA và CFA

Hoài Nam Nguyễn — 2025-12-05

With the aim of developing a digital competency (DC) framework for Vietnamese pre-service teachers (PSTs), this study constructed and validated a multidimensional DC scale for Vietnamese PSTs. Developed from international frameworks and local contexts, the toolkit was surveyed on 1,439 PSTs. Exploratory factor analysis revealed a robust five-factor structure, namely Digital technology use, Digital safety and ethics, Online emotion management and conflict resolution, Online communication and interaction, Digital content creation and expression, explaining 62.5% of variance with high reliability (α = .87-.91). Confirmatory factor analysis confirmed the model's good fit (χ²/df = 4.815, CFI/TLI>.91, RMSEA = .052), strong convergent and discriminant validity. The emergence of the Online emotion management and conflict resolution factor is also a new contribution, emphasizing the socio - emotional aspect of DC.

Vai trò trung gian của cảm nhận căng thẳng đối với mối quan hệ giữa sử dụng mạng xã hội và chất lượng giấc ngủ ở sinh viên đại học

Trang Huyền Dương — 2025-12-05

Several studies on university students have shown that social media use is negatively associated with sleep quality, but the psychological mechanisms underlying this relationship remain to be explored. This cross-sectional study examines the relationship between social media use, perceived stress, and sleep quality in 251 students. Longer duration of social media use and latenight social media use (00:00-5:00am) were found to be negatively associated with sleep quality and perceived stress. SEM modeling confirmed that perceived stress played a partial mediating role in the relationship between social media use and decreased sleep quality. The study recommends that students be educated to focus on reducing the duration of social media use, using social media during the day, and developing effective stress management skills to improve sleep quality.

Các yếu tố ảnh hưởng đến chất lượng quản lí dạy và học các học phần tiếng Anh tại Trường Đại học Phòng cháy chữa cháy

Thị Hồng Nhung Nguyễn — 2025-12-05

In the context of international integration and digital transformation, English proficiency plays a crucial role, particularly in specialized institutions such as the University of Fire Prevention and Fighting. However, the semi-military organizational structure and limited resources create significant barriers to foreign language teaching and learning. This study analyzes the factors influencing the quality of English courses management in this context. The findings reveal six factors with positive impacts, notably: leadership and academic affairs support; facilities and learning materials; lecturer competence; student engagement; course policies; and academic culture. The proposed model explains over 50% of the variance in the dependent variable and affirms the relevance of Total Quality Management (TQM), the Input - Process - Output (IPO) model, and Constructive Alignment. Based on these results, the study suggests management solutions such as strengthening crossfunctional coordination, investing in infrastructure, enhancing digital competence, and fostering an adaptive academic culture, thereby contributing to the improvement of foreign language education quality in specialized higher education institutions in Vietnam.