Tạp chí Giáo dục

Quản lí dựa trên nhà trường: Mô hình, kinh nghiệm quốc tế và đề xuất triển khai tại Việt Nam

Thế Kiên Phạm — 2025-10-07

In the context of Vietnam's comprehensive education reform guided by Resolution No. 29-NQ/TW and the 2018 General Education Curriculum, the study of the School-Based Management (SBM) model has become essential to enhance governance efficiency, strengthen school autonomy, and ensure accountability in general education institutions. Drawing from both international theories and local practical needs, SBM is considered a suitable approach to improving education quality. This study shows that the SBM model, if implemented in alignment with Vietnam’s institutional conditions and educational culture, can serve as a driving force for educational innovation. By analyzing experiences from countries such as the United States, Australia, Indonesia, Thailand, and Malaysia, alongside the Vietnamese context, the study proposes a model built on three key pillars: autonomy, accountability, and supervision. The model highlights the active involvement of principals, school councils, teachers, students, parents, and educational management agencies. The findings hold significance for both policy and practice, contributing to the refinement of school governance models and paving the way for further research into the conditions necessary for the effective implementation of SBM in Vietnam.

Chất lượng dịch vụ giáo dục đại học: Quan điểm và mô hình đánh giá

Đức Quý Bùi — 2025-10-07

In the context of higher education increasingly expanding in scale and playing a strategic role in developing high-quality human resources in Vietnam as well as around the world, assessing the quality of higher education services has become an urgent requirement to ensure the effectiveness and sustainability of the system. Through assessment activities, training institutions can accurately identify the strengths and weaknesses in their educational service delivery process, thereby proposing targeted improvement solutions to enhance the learner experience and the effectiveness of school operations. The article focuses on analyzing popular approaches in assessing the quality of higher education services today, introducing some highly applicable assessment models, and proposing recommendations to improve the quality of educational services. The significance of the article lies in providing important theoretical and practical bases for higher education institutions to systematically formulate policies that enhance the quality of service, better meet the needs and expectations of learners, and thereby contribute to national social and economic development, in the spirit of “education as the top national policy”.

Tổng quan các nghiên cứu thực nghiệm (2015-2025) về sự sẵn sàng nghề nghiệp của sinh viên đại học

Thị Kim Phượng Bùi — 2025-10-07

In the context of the increasingly competitive and dynamic global labor market, the career readiness of undergraduates has become a crucial factor determining the success of their transition from academia to the workplace. Career readiness encompasses not only professional knowledge but also soft skills, professional attitudes, and adaptability to change. This article aims to systematically review empirical studies related to the career readiness of undergraduate students, identifying theoretical models used, influencing factors, and strategies implemented to improve students’ career readiness. The ultimate goal is to provide comprehensive and scientific insights to support policymakers, educators, and students in enhancing career readiness, thereby bridging the gap between education and labor market demands.

Giải pháp phổ cập giáo dục mầm non cho trẻ em mẫu giáo từ 3 đến 5 tuổi

Bá Minh Nguyễn — 2025-10-07

In recent times, preschool education has achieved many achievements, establishing fundamental development steps, ensuring the quality of nurturing, care, and education to comprehensively develop children in terms of physical, emotional, intellectual, and aesthetic aspects, forming the first elements of personality, and preparing children for first grade. However, there still exists various challenges in ensuring the right to access preschool education for all preschool children. Drawing on the analysis of the current situation of preschool education development, the achieved results, gaps, and barriers in the mechanisms, policies, and orientations and guidelines for preschool education development of the Party and the State in the coming time, the article proposes solutions to universalize preschool education for all children from 3 to 5 years old. These solutions will contribute significantly to the implementation of the guidance for preschool education development to 2030 with a vision to 2045.

Xu hướng nghiên cứu về lí thuyết Realistic Mathematics Education (RME): góc nhìn dựa trên phân tích trắc lượng thư mục

Huyền Trang Nguyễn — 2025-10-07

Realistic Mathematics Education (RME) is a mathematical education theory from the Netherlands that has been extensively researched and garnered significant attention from mathematics educators globally. Through a bibliometric analysis of 331 research articles related to RME theory sourced from Scopus data, this study examines the development stages of RME from 1972 to 2024. The majority of the research publications originate from three countries: Indonesia, the Netherlands, and the United States, reflecting the widespread interest and application of RME in these regions. The analysis also identifies key research themes, which predominantly revolve around three main areas: (1) problem-solving, (2) research design and (3) the fundamental principles of RME. The findings of this study not only provide insights into current trends and strengths in RME research but also highlight potential avenues for future exploration, particularly in the development and enhancement of creative teaching methodologies grounded in RME theory.

Thiết kế tình huống dạy học khái niệm “nguyên hàm” (Toán 12) nhằm phát triển năng lực giải quyết vấn đề toán học cho học sinh

Thị Thanh Tú Phạm — 2025-10-07

Mathematical problem-solving competency is one of the five components of mathematical competence, stipulated in the 2018 General Education Program for Mathematics. Designing appropriate teaching situations would create opportunities for students to develop their mathematical problem-solving ability, while helping them to actively learn and explore knowledge. With the topic “Antiderivatives” in the Math 12 program, students often struggle with understanding the nature of concepts, calculation formulas and solving problems with practical elements. This study presents and analyzes some viewpoints on mathematical problem-solving ability and teaching situations, thereby proposing a process for designing math teaching situations to develop students' mathematical problem-solving competency and illustrating the process for designing teaching situations for the concept of “Antiderivatives” (Math 12). To develop students’ ability to solve mathematical problems, teachers need to choose teaching situations that are related to reality, suitable for their cognitive level and close to the students. In addition, teachers also need to create a positive learning environment to promote students’ initiative and creativity.

Thiết kế và thực nghiệm mô hình trồng cây bằng phương pháp khí canh, mô hình trồng cây - nuôi cá (Aquaponics) trong dạy học môn Công nghệ và môn Sinh học lớp 10

Tất Thắng Nguyễn — 2025-10-07

In the context of general education reform towards developing students' qualities and competence, STEM education is becoming an essential trend to link theory to practice, especially in subjects such as Technology and Biology. However, many high schools still lack highly integrated visualised and practical models to effectively organize STEM lessons. This article presents the design and experimental results of two STEM models in the agricultural sector: the aeroponics model and the aquaponics model, applied in teaching Technology 10 and Biology 10 at two high schools in Bac Ninh province through a survey of 30 teachers and 60 students after the experiment to evaluate the feasibility of the models. The initial results show that both the teachers and students highly appreciated the feasibility and effectiveness of the models, and also proposed a number of measures to improve the quality of STEM lessons. The study contributes to providing a practical basis and model for effective implementation of STEM education in general schools, especially in linking theory with practice and developing students' competence.

Xây dựng khung năng lực giao tiếp và hợp tác thuộc khung năng lực số của học sinh tiểu học trong dạy học Tin học

Hồng Huệ Cao — 2025-10-07

Communication and collaboration competence is a core component of the digital competence framework for learners in the context of digital transformation in education. However, for primary school students - particularly regarding the subject of Informatics, this competence has not yet been clearly defined in terms of structural components and behavioral indicators. This study employed the Delphi method with the participation of 32 experts in the first round and 27 experts in the second round to develop a framework of communication and collaboration competence specifically for primary students in Informatics education. The research identified six competence components and eighteen specific indicators, all of which were validated for reliability and relevance by the expert panels. The findings contribute to enhancing the theoretical foundation of communication and collaboration competence in the digital education context and provide a practical basis for designing assessment tools and proposing appropriate pedagogical strategies to foster this competence among primary school students.

Hiệu quả của dạy học dựa trên tìm tòi (Inquiry Based Learning) trong phát triển năng lực tìm hiểu thế giới tự nhiên cho học sinh: Một nghiên cứu bán thực nghiệm với môn Hóa học ở trường phổ thông

Thị Bình Phạm — 2025-10-07

The 2018 general education curriculum emphasizes the goal of developing students' competencies; however, implementing effective teaching methods and building assessment tools for these competencies remains a major challenge. The study was conducted to verify a specific pedagogical solution in Chemistry, which is to evaluate the effectiveness of inquiry-based learning (IBL) in developing students' competency to explore the natural world from a chemical perspective through two topics: “Chemical reaction rate” and “Chemical equilibrium”. A quasi-experimental design with 76 students was conducted, using a highly reliable assessment tool (Cronbach's Alpha > 0,70) built on the SIC competency framework. The results showed that, after ensuring initial equivalence between the two groups (p > 0,05), the experimental group demonstrated significantly superior performance compared to the control group after the intervention (t(63,13) = 9,723; p < 0,001), with a very large effect size (Cohen's d = 2,204). The results confirmed the feasibility and high effectiveness of IBL in meeting the requirements of educational innovation.

Các yếu tố ảnh hưởng đến thái độ học tập của sinh viên: Một nghiên cứu tại Phân hiệu Đại học Kinh tế Thành phố Hồ Chí Minh tại Vĩnh Long

Vũ Trâm Anh Nguyễn — 2025-10-07

This study aims to identify the factors influencing students’ learning attitudes at the University of Economics Ho Chi Minh City, Vĩnh Long Campus. Based on relevant theoretical frameworks and previous empirical research, the research proposes seven groups of factors. Data were collected through a structured questionnaire consisting of 51 items, with responses from 265 students from cohorts 48, 49, and 50. The data were analyzed using Cronbach’s Alpha, Exploratory Factor Analysis (EFA), and multiple linear regression. The findings indicate that all proposed factors positively influence learning attitudes, with student affairs management, instructors and teaching methods, and academic stress showing the most significant effects. The results also reveal that two demographic variables—academic cohort and place of residence—contribute to differences in students’ learning attitudes. Furthermore, enhancing support services, improving pedagogical approaches, and effectively managing students’ academic stress can foster more positive learning attitudes, ultimately contributing to better academic performance and holistic student development.

Các yếu tố tác động đến năng lực số của sinh viên: Nghiên cứu trường hợp tại Trường Đại học Công nghệ Đông Á

Thị Chiêm Phạm — 2025-10-07

Digital transformation in higher education poses an urgent need for developing students’ digital competencies. This study aims to identify factors affecting digital competencies of students at the East Asia University of Technology. Data were collected from a survey of 849 students, using a questionnaire built on factors affecting digital competencies and the structure of the Digital Competency Framework for learners. The scale was tested using Cronbach's Alpha, exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and linear regression. The results showed that four factors including personal awareness of digital technology, access to digital technology, experience in using digital tools, and support from lecturers and schools all significantly affected students' digital competencies. The study contributes to providing empirical evidence for identifying key factors affecting digital competencies, thereby orienting appropriate digital competency development solutions in the context of digital transformation of higher education in subsequent studies.