Tạp chí Giáo dục

Thực trạng tích hợp giáo dục kĩ năng công dân số trong dạy học môn Tự nhiên và Xã hội ở tiểu học tại tỉnh Đắk Lắk, Gia Lai và Lâm Đồng

Bùi Thị Tâm, Nguyễn Hữu Hiếu — Wed, 10 Jun 2026 00:00:00 +0700

Digital citizenship education is becoming an essential requirement in the context of educational digital transformation, particularly at the primary level. In Vietnam, this content is integrated into multiple subjects, particularly Natural and Social Studies, which offers high potential due to its practical relevance to students' lives. This study aims to investigate the current status of integrating digital citizenship education into the teaching of Natural and Social Studies at primary schools across three provinces: Dak Lak, Gia Lai, and Lam Dong. Data were collected from 148 teachers using a questionnaire and analyzed through descriptive statistics. The results indicate that teachers demonstrate positive awareness and have initially implemented integration across key components of the teaching process, including objectives, content, methods, learning materials, and assessment. However, a notable imbalance exists between instructional design and implementation, as learning objectives and assessment criteria remain insufficiently defined, leading to weak alignment among these components. The study emphasizes the necessity of specific guidelines, the development of evaluation frameworks, and teacher professional development to enhance the efficiency of this integration.

Thực trạng văn hóa học tập của giáo viên các trường tiểu học ngoài công lập Thành phố Thủ Đức, Thành phố Hồ Chí Minh (trước sáp nhập)

Bùi Thị Tuyết Trinh, Đỗ Đình Thái — Wed, 10 Jun 2026 00:00:00 +0700

In the context of general education reform and digital transformation, building a learning culture among primary school teachers is an important requirement for teacher development and the improvement of school education quality. However, this issue has received relatively little research attention, particularly in non-public primary schools. This article analyzes the current situation of teachers’ learning culture at eight non-public primary schools in Thu Duc City, Ho Chi Minh City, prior to the administrative merger under Resolution No. 1685/NQ-UBTVQH15. The study focuses on the perceptions of school administrators and teachers, as well as manifestations of learning culture in professional practice. The findings indicate that both administrators and teachers are well aware of the role of learning culture; among its dimensions, self-directed learning culture, professional learning culture, and learning culture in digital environments were rated as particularly significant. Nevertheless, the development of learning culture in schools still faces several limitations, especially in long-term planning, the establishment of support mechanisms, and the creation of sustained learning motivation for teachers. These findings help clarify the characteristics of learning culture among teachers in non-public primary schools in the current context and provide further grounds for subsequent studies on teacher development and school culture in a transforming educational environment.

Thực trạng giáo dục phẩm chất hiếu thảo cho thanh niên Phật tử theo tiếp cận cùng tham gia

Bùi Trung Kiên, Hoàng Thanh Thúy — Wed, 10 Jun 2026 00:00:00 +0700

Filial piety is a fundamental moral value in Vietnamese culture, playing a crucial role in character formation and maintaining family relationships. In the context of modern society with many changes in family structure, educating young people, especially young Buddhists, about filial piety is a vital task. This study uses a questionnaire combined with semi-structured interviews to survey the current situation of filial piety education for young Buddhists using a participatory approach, with 740 subjects, including young Buddhists and community forces in Hanoi, Bac Ninh, Hung Yen, and Ninh Binh provinces/cities. The results show that filial piety education for young Buddhists using a participatory approach currently achieves a moderately good level in terms of objectives, content, and forms of education. Buddhist retreats and community experiential activities are most frequently used, while self-education among young Buddhists receives less attention. The most active participation came from grandparents, parents, and monks and nuns in the temple. This result provides an important scientific basis for proposing appropriate educational measures and strengthening the participation of educational forces as well as the self-education of young Buddhist followers.

Cách thức xây dựng nội dung chủ đề “Địa phương em” (Lịch sử và Địa lí 4) trong tài liệu giáo dục địa phương cấp tiểu học

Bùi Việt Hùng — Wed, 10 Jun 2026 00:00:00 +0700

In the context of implementing the 2018 General Education Curriculum and restructuring administrative units, the development of the “My Locality” content in Grade 4 local education materials raises new requirements regarding alignment with the subject curriculum and relevance to the characteristics of each locality. This article employs documentary research, combined with content analysis, synthesis, and textual comparison. The findings show that “My Locality” is a compulsory component of the Grade 4 History and Geography subject, distinct from local education integrated at the primary level. However, in some existing materials, this topic has not yet been organized into a coherent content strand, particularly the strand on “Local History and Cultural Traditions”. Based on an analysis of the curriculum’s expected learning outcomes and the structure of materials from selected localities, the article proposes principles, a development procedure, and a content framework for the “My Locality” topic, organized around two strands: “Nature and People of the Locality” and “Local History and Cultural Traditions”. The research provides a scientific basis for revising, supplementing, or developing “My Locality” materials in accordance with the subject curriculum, local characteristics, and the learning capacity of Grade 4 students.

Bài báo Dạy học tạo lập văn bản đa phương thức cho học sinh trung học phổ thông trong môi trường số

Châu Kim Vàng, Phan Thị Nở, Trần Thị Nâu — Wed, 10 Jun 2026 00:00:00 +0700

In the context of the 2018 General Education Program for Literature, which emphasizes the development of students' qualities and competencies, teaching multimodal writing in secondary schools has become essential to meet the demands of the modern digital and media environment. However, in practice, teachers still face many difficulties because the curriculum and textbooks only provide general guidance without outlining a specific and effective teaching process. This paper uses research methods such as observation, document analysis, pedagogical experiments, and statistical analysis to study the teaching of multimodal writing to secondary school students and proposes a four-step teaching process: analyzing sample texts, organizing writing preparation activities, guiding students during the writing process, and conducting post-writing activities. The results show that multimodal writing has been integrated into the Literature curriculum and textbooks in both reading comprehension and writing activities. The pedagogical experiment conducted at Nguyen Khuyen High School showed a significant improvement in the quality of students' writing. This research contributes to enriching the theoretical and practical foundation for teaching multimodal texts in the high school Vietnamese language and literature curriculum using a competency-based approach in the context of current digital transformation.

Nghiên cứu tổng quan về xây dựng văn hóa nhà trường tiểu học hướng tới phát triển thương hiệu

Đào Tân Lý, Vũ Thị Quỳnh — Wed, 10 Jun 2026 00:00:00 +0700

In the context of implementing the 2018 General Education Program, building a school culture has become a crucial foundation for shaping identity, strengthening trust, and developing a sustainable educational brand. This research is compiled from 88 documents selected through a screening and analysis process; of which, 36 representative documents, most directly related to the research topic, are included in the bibliography. This study employs an integrative review to systematize the literature on school culture building in relation to educational brand development. The dataset was synthesized from 88 publications selected through a systematic screening and analysis process, of which 36 highly relevant and representative sources were included in the reference list. Covering the period from 1990 to 2025, the reviewed studies address the concept, role, assessment measures, and interrelationship between school culture building and educational brand development. The findings indicate that school culture constitutes a distinctive form of organizational culture in educational institutions, encompassing values, beliefs, norms, relationships, and underlying assumptions that shape school operations. The review also shows that school culture building is closely associated with brand development through the interaction of culture, identity, stakeholder experience, social trust, and public recognition. However, there remains a lack of systematic, integrated, and empirically grounded research on primary school culture building from a brand development perspective.

Thực trạng xây dựng văn hóa nhà trường: Nghiên cứu một trường hợp tại thành phố Hà Nội

Đặng Thị Khánh, Nguyễn Diệu Cúc — Wed, 10 Jun 2026 00:00:00 +0700

In recent years, school culture has received significant attention from both policy perspectives and theoretical research. While prior studies have predominantly focused on public schools, the implementation of building school culture within private school contexts remains under-researched and obscured. This case study adopted a mixed-methods design (incorporating a questionnaire survey of 34 teachers/staff, an analysis of 12 internal documents, and in-depth interviews with 29 administrators, teachers, and students) to clarify the reality of school culture development at TH School Hoa Lac Secondary School, a private school within the TH School Education System. The findings reveal that the school has initially established a positive foundation of tangible and intangible cultural values. However, certain limitations persist, including an unclarified working philosophy, an unstable leadership culture resulting from personnel turnover, and a decline in staff trust amidst unfavorable enrollment conditions. This study contributes empirical scientific evidence to the body of knowledge on school culture construction within an internationalized, multicultural private school setting. The research outcomes serve as a valuable reference for private schools in designing and implementing institutional culture-building measures that align with the specific contexts and conditions in Vietnam.

Nhận thức của giáo viên mầm non trong việc phát triển kĩ năng đặt câu hỏi cho trẻ mẫu giáo 4–5 tuổi thông qua hoạt động đọc tương tác

Vũ Thị Chang, Đinh Thanh Tuyến — Wed, 10 Jun 2026 00:00:00 +0700

The development of questioning skills is essential in early childhood education, supporting children’s cognitive growth, language development, and active engagement. This study examines preschool teachers’ perceptions of fostering questioning skills in 4-5-year-old children through interactive reading. Using a qualitative case study approach, data were collected through semi-structured interviews with teachers in Vietnam. Findings indicate that teachers view questioning not only as a linguistic behavior but also as a reflection of curiosity and thinking. Interactive reading is considered an effective context for encouraging children to ask questions through dialogue and personal connections. Teachers employ strategies such as open-ended questions and scaffolding; however, their practices are constrained by factors including large class sizes and varying child abilities. The study highlights the need for professional development to support inquiry-based language teaching.

Quy trình thiết kế trò chơi học tập nhằm phát triển biểu tượng số lượng cho trẻ 5–6 tuổi

Dương Thị Kim Oanh, Đỗ Thị Minh Nguyệt — Wed, 10 Jun 2026 00:00:00 +0700

In the context of the preschool education program emphasizing the concept of “learning through play,” the design of learning games to develop numerical concepts in 5-6 year old children needs to be systematically studied. This paper presents some pedagogical analyses to identify indicators of numerical concepts, clarify the role of learning games, and propose a five-step process for designing learning games to develop numerical concepts in 5-6 year old children: Identifying the target numerical concept and indicators to be formed; Selecting educational content and transforming it into play tasks; building the learning game; implementing the learning game; summarizing, evaluating, and adjusting the learning game. The proposed process is illustrated through the game “Finding a Home for the Rabbit” to concretize the steps in designing learning games to develop numerical concepts in 5-6 year old children. This article contributes to supplementing the theoretical basis and practical orientation for preschool teachers in designing learning games to develop numerical concepts, closely following the curriculum, suitable for children's cognitive characteristics, and enhancing active participation in learning activities.

Giáo dục kĩ năng duy trì chú ý thông qua trò chơi học tập cho trẻ tăng động giảm chú ý 5–6 tuổi tại cơ sở giáo dục chuyên biệt: Thực trạng và bài học kinh nghiệm

Đỗ Thị Thảo, Quách Huyền Trâm — Wed, 10 Jun 2026 00:00:00 +0700

Children aged 5-6 with attention-deficit/hyperactivity disorder often encounter difficulties in listening, focusing attention, and sustaining task performance during learning and play activities. This article examines the current situation of educating sustained attention skills through learning games for these children at several specialized education institutions. The study employed a questionnaire survey combined with interviews and observations involving 50 teachers and 40 parents of children with attention-deficit/hyperactivity disorder. The findings show that teachers and parents held positive perceptions of the role of sustained attention skills education; methods such as modelling, visual support, and individualization were used quite frequently. However, the educational process still faced challenges in behavior management, maintaining children’s interest, and ensuring coordination between families and educational institutions. Based on the survey results, the article proposes several lessons learned to improve the effectiveness of sustained attention skills education through learning games for children aged 5-6 with attention-deficit/hyperactivity disorder. The study contributes practical evidence for designing support activities that are more appropriate to children’s developmental characteristics in specialized education settings.

Kĩ năng quản trị bản thân trong môi trường số của sinh viên đại học: Vai trò của các yếu tố cá nhân, gia đình - xã hội và nhà trường

Đoàn Thị Cúc, Hà Thị Minh Đức, Nguyễn Thị Ngọc Linh — Wed, 10 Jun 2026 00:00:00 +0700

In the context of digital transformation in higher education, digital self-management skills have increasingly become an important competency for university students. This study aimed to investigate the current state of university students’ digital self-management skills and examine the relationships between personal, family-social, and institutional factors and these skills. The study employed a quantitative research design using data collected from students and lecturers at Tan Trao University. Data were analyzed using descriptive statistics, reliability analysis, exploratory factor analysis, independent samples t-test, and multiple linear regression. The findings indicated that students’ digital self-management skills were at a relatively good level. Personal, family-social, and institutional factors all showed positive associations with students’ digital self-management skills, among which personal factors demonstrated a more prominent predictive relationship. The study also identified differences between students and lecturers in evaluating students’ levels of digital self-management skills. The findings contribute empirical evidence to the literature on self-regulated learning in digital higher education contexts and suggest several directions for supporting the development of students’ digital self-management skills in contemporary higher education.

Thiết kế truyện tranh song ngữ trong dạy học môn Khoa học ở tiểu học

Wed, 10 Jun 2026 00:00:00 +0700

In the context of increasing emphasis on content and language integrated learning in primary education, the development of learning materials that simultaneously support science learning and English language use has attracted growing attention. This study adopted a learning-material development approach to propose a structure, a set of design principles, and a design process for bilingual comics in primary science education through the integration of scientific content, English language learning, and digital technology. Based on an analysis of studies on educational comics, multimodal learning materials, and Content and Language Integrated Learning, a six-step design process was developed and applied to create a collection of 12 bilingual comics covering six topics in Grade 4 and Grade 5 Science. The process was further illustrated through the bilingual comic An Unexpected Journey developed for the topic Mixtures and Solutions. The findings provide a useful reference for the design and use of bilingual comics in primary science education following an integrated science-and-language approach.

Văn hóa ngoại giao của Chủ tịch Hồ Chí Minh: Ý nghĩa lí luận và thực tiễn

Hoàng Thị Ngọc Minh — Wed, 10 Jun 2026 00:00:00 +0700

President Ho Chi Minh was not only a brilliant politician but also an outstanding diplomat, laying the foundation and guiding the formation and development of modern Vietnamese diplomatic culture. His diplomatic culture possesses unique values, comprehensively expressed through his thoughts, practical activities, knowledge, language, art, and style of conduct. This article primarily uses document analysis, combined with historical-logical methods, citing the complete works of Ho Chi Minh and related research to ensure objectivity, scientific rigor, and practicality in the analysis and evaluation process. This study presents an overview of concepts related to Ho Chi Minh's diplomatic culture, its fundamental characteristics, and its significance. The values of Ho Chi Minh's diplomatic culture are not only significant in history but also continue to be affirmed, applied, and promoted in current foreign relations activities. The results suggest several directions for future research in the context of increasingly deep international integration.

Vận dụng phương pháp dạy học khám phá có hướng dẫn trong dạy học nội dung “Định lí Pythagore” (Toán 8)

Phạm Huyền Trang, Nguyễn Ái Quốc, Nguyễn Ngọc Giang, Nguyễn Thị Hồng Hương — Fri, 10 Jul 2026 00:00:00 +0700

In the context of educational reforms that emphasize competency-based mathematics instruction, the adoption of active learning models - particularly guided discovery learning - has received increasing attention. The Pythagorean Theorem, a key component of the Grade 8 mathematics curriculum, possesses substantial practical applications and offers strong potential for organizing discovery-oriented learning activities. This paper aims to clarify how guided discovery learning can be applied to the teaching of the Pythagorean Theorem through multiple instructional approaches. Drawing on theoretical research and document analysis, the study discusses the concepts of discovery learning and guided discovery learning, and proposes instructional procedures appropriate for Grade 8 students. The findings contribute practical teaching resources that support educators in improving the quality and effectiveness of instruction on the Pythagorean Theorem through guided discovery learning.

Thiết kế bài tập thực nghiệm trong dạy học Hóa học 10 nhằm đánh giá năng lực tìm hiểu thế giới tự nhiên dưới góc độ Hóa học cho học sinh

Khiếu Thị Hương Chi, Lưu Thị Lương Yến, Trần Trung Ninh — Wed, 10 Jun 2026 00:00:00 +0700

In the 2018 General Education Program, the competency to explore the natural world from a chemical perspective is one of the three components of chemical competence that needs to be formed and developed in students. This research uses a mixed-method approach, combining theoretical analysis and expert consultation. The research results have developed 10 criteria for evaluating the ability to explore the natural world from a chemical perspective and proposed a 5-step process for designing experimental exercises. The proposed process is illustrated through the design of 25 experimental exercises in teaching Chemistry 10. Consultations with 42 experts and chemistry teachers showed that 97.6% agreed or completely agreed on the scientific validity, pedagogical soundness, and usability of the developed experimental exercise system. The results of this paper contribute to supplementing the theoretical and practical basis for reforming assessment in chemistry teaching, oriented towards developing students' qualities and competencies.

Nâng cao năng lực ứng dụng kĩ năng số và cập nhật công nghệ mới trong hoạt động dạy học của giảng viên trong bối cảnh chuyển đổi số giáo dục: Nghiên cứu tại Trường Đại học Sài Gòn

Lê Chi Lan — Wed, 10 Jun 2026 00:00:00 +0700

In the context of the strong digital transformation of higher education, lecturers’ digital competence has become a key factor in ensuring the quality of teaching, research, and training management, while also meeting the need to keep pace with emerging technologies. The study evaluates lecturers’ competence to apply digital skills and update emerging technologies in the context of digital transformation in education. Using a mixed-methods approach, data were collected from 248 administrators, lecturers, and students at Saigon University and subsequently analyzed using SPSS. The results show that lecturers’ digital skills are at a relatively good level; however, limitations remain in the use of ICT for assessment, learner management, and learning process analysis. Their competence to update emerging technologies is rated highly, reflecting a strong spirit of self-learning, experimentation, and technology sharing, yet implementation remains inconsistent and largely dependent on individual efforts. The study proposes several solutions directly linked to the surveyed limitations, including developing a digital resource library, improving post-training support mechanisms, increasing financial support, and organizing activities for sharing and experimenting with emerging technologies in teaching. The findings provide practical evidence for developing lecturers’ digital competence and building a supportive ecosystem for digital transformation within the university.

Vận dụng mô hình CIPO trong quản lí đào tạo nghề du lịch trực tuyến cho phụ nữ nông thôn tại tỉnh Vĩnh Long

Lê Nguyễn Ngọc Thanh, Dư Thống Nhất — Wed, 10 Jun 2026 00:00:00 +0700

This study aims to propose a management framework for online vocational tourism training for rural women in Vinh Long province through the application of the CIPO model in the context of digital transformation in vocational education. The study employed a mixed-method approach combining document analysis and a survey conducted at a vocational education institution implementing online tourism training programs. Survey data were collected from 398 participants, including managers, lecturers, learners, and tourism-service enterprises. The findings indicate that online vocational training in the locality still faces barriers related to technological infrastructure, learners’ digital competence, and learning support mechanisms, although the training program has initially met practical business demands. Based on these findings, the study proposes an extended CIPO-based management framework integrating the functions of Planning - Organizing - Directing - Controlling as a coordinating mechanism across context, input, process, and output. The proposed framework contributes to expanding adaptive and learner-supportive approaches to managing online vocational training in local contexts.

Dạy học truyện cổ tích Việt Nam trong môn Tiếng Việt ở tiểu học theo hướng ngôn ngữ học văn hóa

Lê Thị Kiều Oanh, Trần Thị Phương Lý, Hán Thị Thu Trang — Wed, 10 Jun 2026 00:00:00 +0700

In the Vietnamese language curriculum at the primary level, Vietnamese fairy tales play an important role in developing students’ language competence and fostering cultural understanding. This article approaches the teaching of Vietnamese fairy tales in primary Vietnamese language education from the perspective of Cultural Linguistics, viewing folk narratives as a system encoding knowledge, values, and cultural conceptualizations. Employing conceptual analysis and discourse analysis as research methods, the study indicates that this approach contributes to broadening the depth of textual interpretation while supporting students in developing linguistic-cultural thinking competencies, thereby meeting the demands of contemporary education. On this basis, the article proposes several pedagogical suggestions for teaching Vietnamese fairy tales through the integration of cultural schema reconstruction into reading and storytelling instruction, as well as through the exploration of cognitive models and value logic embedded in Vietnamese fairy tales. This approach is expected not only to enhance the effectiveness of fairy tale instruction but also to open up possibilities for strengthening national cultural education in primary Vietnamese language education.

Xây dựng khung lí luận về hoạt động liên kết đào tạo nghề giữa trường trung cấp và doanh nghiệp trong bối cảnh chuyển đổi số

Lê Thu Trà, Đặng Lộc Thọ — Wed, 10 Jun 2026 00:00:00 +0700

In the context of digital transformation, vocational schools need to innovate their vocational training partnerships with businesses in a more systematic, data-driven, and workforce-oriented manner. This paper develops a theoretical framework for vocational training partnerships between vocational schools and businesses based on a comprehensive literature review; focusing on analyzing legal documents, policy directions, and scientific works related to vocational education, school-business cooperation, work-based learning, and the application of digital technology in training. The research clarifies the conceptual framework, tools, objectives, content, methods of collaboration, and participating forces. Based on this, the paper proposes an approach to vocational training partnerships as a management cycle comprising: digital career guidance and workforce needs analysis; curriculum development; blended learning and work-based practice; competency assessment; job placement support; data collection and curriculum improvement. This result contributes to broadening the understanding of vocational training linkages, from coordination based on individual activities to a management process involving multiple stakeholders and supported by data. The proposed theoretical framework can serve as a basis for empirical research and the development of management measures suitable for vocational secondary schools in Vietnam.

Xây dựng bài tập thực tiễn đánh giá năng lực tìm hiểu thế giới sống trong dạy học chủ đề “Hệ sinh thái” (Sinh học 12)

Lê Trung Dũng, Nguyễn Thị Hằng Nga, Nguyễn Thùy Dung, Nguyễn Thị Diệu Linh — Wed, 10 Jun 2026 00:00:00 +0700

Developing the competency to explore the living world is a core orientation of the 2018 General Education Curriculum in Vietnam. Assessing this competency plays an important role in helping teachers monitor students’ progress, provide appropriate support, and promote their development. When scientifically grounded and closely connected to real-life contexts, assessment tasks can become effective tools for collecting authentic evidence of learners’ competence. However, in teaching the Ecosystem topic in Biology 12, the design of assessment tasks for this purpose has not yet been sufficiently investigated. This study employed a combination of qualitative and quantitative approaches to develop and validate a procedure for designing real-world assessment tasks aimed at assessing the competency to explore the living world. The study was conducted through four stages: (1) reviewing theoretical foundations to establish the scientific basis and procedural framework; (2) consulting experts to examine the appropriateness and feasibility of the proposed procedure; and (3) processing quantitative and qualitative data using Excel. The study identified a four-step procedure for designing situational assessment tasks to assess the competence to understand the living world. The findings confirmed that the proposed procedure possesses a strong scientific foundation, high practicality, and feasibility, thereby contributing to the development of authentic assessment tools while encouraging students to apply knowledge to real-life situations and fostering orientations toward sustainable development.

Trí tuệ nhân tạo tạo sinh trong giáo dục đại học bền vững: Khám phá vai trò, cơ chế tác động, cơ hội và thách thức

Ngô Thị Thảo, Ngô Mai Lý, Dương Thanh Linh — Wed, 10 Jun 2026 00:00:00 +0700

Generative Artificial Intelligence (Gen AI), exemplified by ChatGPT, is increasingly recognized as a transformative technology in the digital transformation of higher education toward sustainability. However, integrated studies linking Gen AI, Education for Sustainable Development (ESD), and the Sustainable Development Goals (SDGs) remain limited. This study adopts an exploratory conceptual approach to examine the roles and impact mechanisms of Gen AI in sustainable higher education. Structured interactions with ChatGPT were employed as a conceptual exploration tool, with the generated textual responses treated as exploratory materials rather than empirical data. These responses were subsequently cross-checked with academic literature to enhance the reliability of interpretation. The findings suggest that Gen AI has the potential to contribute to sustainable higher education through several major roles, including enhancing educational practices, optimizing resource use, promoting inclusive learning, supporting ESD, fostering collaboration and innovation, and enabling data-informed decision-making. The study further identifies several challenges associated with the adoption of Gen AI, including algorithmic bias, reliability of AI-generated content, transparency, and overreliance on technology. Accordingly, the study argues that the implementation of Gen AI in higher education should be aligned with appropriate governance frameworks and critically examined through future empirical research. As a conceptual exploratory study, the findings are intended to provide theoretical insights rather than empirical generalizations.

Vận dụng tư tưởng Hồ Chí Minh về giáo dục thanh niên trong việc giáo dục sinh viên Trường Đại học Sư phạm Thành phố Hồ Chí Minh hiện nay

Nguyễn Hoài Ân, Lương Văn Tám — Fri, 10 Jul 2026 00:00:00 +0700

Education for the young adults has consistently regarded as one of the pivotal policies and guidelines of the Communist Party of Vietnam and the State in the entire revolutionary progress of the country. In the article, the group of author concentrates on analysing several fundamental viewpoints of President Ho Chi Minh regarding youth education, thereby determining the scientific and practical significance towards the contemporary education for Vietnamese students. The group of authors also conducts research on the current situation of students of the Ho Chi Minh City University of Education, particularly the young adults’ education about the revolutionary ideal, the enhancement of cultural and technical knowledge. The article also proposes the solutions relating to the application of Ho Chi Minh thoughts to education for the young adults owing to educate the students of Ho Chi Minh City University of Education in the current period. The study contributes to affirming the practical value of Ho Chi Minh’s thought in improving the quality of student education in the current context.

Thực trạng quản lí thiết bị dạy học ở các trường tiểu học: Nghiên cứu trường hợp tại Thành phố Hồ Chí Minh

Nguyễn Huy Dũng — Wed, 10 Jun 2026 00:00:00 +0700

In the context of implementing the 2018 General Education Program, the management of teaching equipment plays a crucial role in ensuring the quality of education in primary schools. This study approaches the management of teaching equipment through a management cycle including procurement, use, maintenance, inventory, and disposal, while also providing practical data from primary schools in Cho Quan Ward, Ho Chi Minh City. The survey was conducted with 194 subjects, including 48 administrators and 146 teachers, using a questionnaire with a 5-point Likert scale. The results show that administrators and teachers have a positive awareness of the role of managing teaching equipment. Activities related to procurement, use, maintenance, inventory, and disposal of equipment are implemented quite frequently and relatively synchronously. However, the study also points out some limitations, mainly related to forecasting and mobilizing resources for the management of teaching equipment. These limitations reflect the need to improve efficiency in planning and organizing the stages of the teaching equipment management cycle in schools. The research results provide a practical basis for proposing improvement directions suitable to the school's conditions, contributing to enhancing the efficiency of exploiting and using teaching equipment in primary schools.

Tích hợp giáo dục vì sự phát triển bền vững trong giáo dục quốc phòng và an ninh cho sinh viên trước bối cảnh chuyển đổi số

Nguyễn Linh Phong — Wed, 10 Jun 2026 00:00:00 +0700

In the face of non-traditional security challenges and the demands of digital transformation, researching the integration of Education for Sustainable Development into National Defense and Security Education for university students has become an essential strategic imperative. Therefore, this article clarifies the concept of integrating Education for Sustainable Development into National Defense and Security Education for students in the context of digital transformation, as well as the current state of students' awareness and digital competencies in meeting sustainable development goals. Based on this, the study focuses on proposing several measures, including: integrating sustainable development orientations into expected learning outcomes; horizontally embedding non-traditional security content; applying project-based learning combined with digital data tools; connecting learning spaces with local communities; and innovating assessment and evaluation on digital platforms. The effectiveness of these measures is evaluated through empirical testing of the criteria presented in Table 2. The research results contribute to modernizing teaching methods in National Defense and Security Education, helping students develop “sustainability awareness” and “digital competencies” to meet the demands for high-quality human resources in the current context.

Nhận thức của cán bộ quản lí trường phổ thông về vai trò quản lí và lãnh đạo trong bối cảnh trí tuệ nhân tạo

Nguyễn Sỹ Thư, Đào Thị Phương Mai — Wed, 10 Jun 2026 00:00:00 +0700

Artificial intelligence (AI), especially generative AI, is reshaping school governance, teaching, assessment and data-informed decision-making. Yet empirical evidence on how Vietnamese school leaders perceive their management and leadership roles in AI-enabled schools remains limited. This study used a descriptive phenomenological design and semi-structured interviews with 62 public-school leaders in Ho Chi Minh City, including 25 principals and 37 vice-principals. Data were thematically coded through familiarization, open coding, category building and theme validation. Findings show that school leaders perceive AI as both an opportunity for instructional innovation and administrative improvement and a source of risks relating to equity, data security, ethics and professional capacity. Their perceived roles cluster into four dimensions: AI-oriented vision and strategy; management of resources, data and change; development of teachers’ AI competence; and promotion of an ethical, creative and human-centred school culture. The study provides empirical evidence for developing AI competency frameworks for school leaders in Vietnamese general education.

The findings provide empirical evidence for the development of school leadership and management capacities in the context of AI adoption and digital transformation in education.

Ứng dụng phần mềm Wayground với các câu hỏi trắc nghiệm khách quan để tổ chức ôn tập trong dạy học môn Công nghệ 8: Một nghiên cứu tại thành phố Hà Nội

Nguyễn Tất Thắng, Lê Thị Kim Thư, Nguyễn Thị Hà Trang — Wed, 10 Jun 2026 00:00:00 +0700

In the context of digital transformation in education, applying digital tools to develop students' qualities and competences is an urgent requirement, with Wayground (formerly Quizizz) recognized as an objective multiple-choice testing platform featuring robust support for teaching and assessment. This study aims to evaluate the effectiveness and feasibility of using Wayground with a bank of objective multiple-choice questions to organize reviews for Chapter IV and Chapter V in Technology 8. The research team developed 100 objective multiple-choice questions (multiple-choice and true-false formats) on Wayground, conducted a survey of 8th-grade students at Tien Phong secondary school (Hanoi) to assess their interest, convenience, and challenges in Wayground-based reviews, and designed a pedagogical experiment comparing learning outcomes between the experimental class (Wayground reviews) and the control class (traditional paper-based reviews). Results showed that the experimental class's average scores were significantly higher than the control class, with statistically meaningful differences; over 90% of students rated the Wayground review format as engaging, user-friendly, and effective for reinforcing knowledge. These findings confirm Wayground as a valuable tool for innovating review, testing, and assessment methods, enhancing teaching effectiveness and student motivation in Technology education at the secondary school level.

Thiết kế kế hoạch bài dạy Ngữ văn theo chủ đề tích hợp trong dạy học Ngữ văn 6

Nguyễn Thị Bích — Wed, 10 Jun 2026 00:00:00 +0700

In the context of implementing the 2018 General Education Curriculum, shifting from knowledge-based teaching to developing specific competencies requires a fundamental change in lesson planning. However, in practice, Reading, Writing, Speaking, and Listening skills are often taught in isolation, failing to create a systematic transformation of students' competencies. This study employs a mixed-methods design, focusing on a case study combined with pedagogical experimentation on 79 sixth-grade students at Trung Vuong Secondary School (Thai Nguyen). Data were collected through teaching journals and student artifacts, then analyzed using descriptive statistics. The study established a four-step process for designing organically integrated lesson plans, using Reading activities as the linguistic foundation for Writing and Speaking-Listening. Experimental results showed that the experimental group achieved a significantly higher average competency score (7.85) compared to the control group (6.48), particularly in applying genre knowledge to text creation. These findings confirm the feasibility of the integrated model in optimizing instructional time and enhancing the quality of Literature education for grade 6. The study suggests that teachers should prioritize natural connections between learning tasks to avoid forced integration and opens up research directions for applying this model to other units in the curriculum.

Tổng quan nghiên cứu về giáo dục phẩm chất trách nhiệm trong đào tạo giáo viên và định hướng giáo dục sinh viên ngành Giáo dục tiểu học

Nguyễn Thị Điệp, Nguyễn Thị Anh Thư — Wed, 10 Jun 2026 00:00:00 +0700

Education in responsible qualities is a crucial requirement in teacher training, especially for primary education students. This article uses a comprehensive, analytical overview to identify research directions on responsible qualities education in teacher training and to guide this education for primary education students. The source material includes 44 works/documents related to responsibility, value education, professional ethics, professional qualities, professional training, pedagogical practice, and primary education. The results show that studies have affirmed responsibility as a core professional quality of future teachers; while also emphasizing the role of professional ethics education, value education, experiential learning, and professional practice. However, specific research on primary education students is limited; the educational content, evaluation criteria, and coordination mechanisms for training are not yet clearly defined. This article contributes to systematizing the existing research landscape and proposes some directions for further research.

Phát triển năng lực thiết kế hoạt động giáo dục STEAM cho giáo viên mầm non đáp ứng yêu cầu phát triển tư duy khoa học cho trẻ 5–6 tuổi: Nghiên cứu tại thành phố Hà Nội

Nguyễn Thị Huyền, Đặng Út Phượng, Lê Thị Hòa, Vũ Thúy Hoàn — Wed, 10 Jun 2026 00:00:00 +0700

In the digital age, developing scientific thinking in 5-6 year old children through STEAM education is essential. However, practice reveals a significant gap between theoretical knowledge and the practical skills of teachers in designing scenarios. This study, using a mixed-methods approach, surveyed 40 teachers in Hanoi and 80 final-year students at Hanoi Metropolitan University, combining in-depth interviews to clarify practical barriers in developing STEAM activity design competencies for preschool teachers; establishing a framework for STEAM activity design competencies for preschool teachers comprising four components (integrated goal setting, context selection, ZEDP/5E process design, and discovery activity organization); and proposing measures to foster the development of STEAM activity design competencies for preschool teachers and students. The study provides a scientific basis for training institutions and preschools to adjust the content of professional development, and recommends incorporating the training materials of the Ministry of Education and Training into the systematic professional guidance catalog of schools.

Dạy học Vật lí theo định hướng phát triển năng lực trong bối cảnh chuẩn hóa thi cử: Đề xuất quy trình và kết quả thực nghiệm

Nguyễn Thị Kim Chung, Huỳnh Thị Phương Thúy, Đào Xuân Hường — Wed, 10 Jun 2026 00:00:00 +0700

The Physics education curriculum is undergoing a significant paradigm shift from a content-based approach to a competency-based development model. Meanwhile, the National General Certificate of Secondary Education (GCSE) remains predominantly focused on assessing academic knowledge and exam-taking skills: This discrepancy presents two major challenges for teachers: inadequate school facilities and the rigorous requirements of standardized testing. This study proposes several competency-based physics teaching strategies, including the integration of STEM education, the implementation of simulation software, the utilization of available experimental apparatus, and simultaneously designing a system of standardized assessments to enhance students’ examination performance. A quasi-experimental method was employed with 125 grade-12 students at Tan Phuoc Khanh High school. Experimental results indicate a significant improvement in students’ scientific competencies; especially, ensuring high performance in the national exams. These findings offer practical implications for innovating teaching and learning methods on physics, aligning it with practical educational contexts.

Vận dụng mô hình 5E vào dạy viết đoạn văn nêu ý kiến về một hiện tượng xã hội cho học sinh lớp 5

Nguyễn Thị Linh, Thạch Thị Hồng Nhiên — Wed, 10 Jun 2026 00:00:00 +0700

The 5E model with the stages of Engage, Explore, Explain, Elaborate and Evaluate creates a structured framework that allows students to actively participate in the learning process. In the primary school program, students are introduced to the practice of writing a paragraph giving their opinion on a certain issue, expressing reasons for their likes or dislikes, agreements or disagreements. The application of the 5E model in teaching paragraph writing to 5th grade students is expected to help them more easily write a paragraph giving their opinion on a social phenomenon, develop confidence in expressing their opinions, and at the same time improve their ability to apply knowledge to practical situations. The study will focus on analyzing in detail the steps in the 5E model applied in each stage of the paragraph writing teaching process, and at the same time propose ways to flexibly organize and apply this model to improve the effectiveness of teaching paragraph writing giving opinions on a social phenomenon. This process allows students to connect thinking activities and practical activities, between theory and practice, contributing to practicing paragraph writing skills to meet the required learning outcomes set by the curriculum.

Phát triển văn hóa chất lượng góp phần nâng cao chất lượng giáo dục tại các trường đại học ở Đồng bằng sông Cửu Long

Nguyễn Thị Phương Thảo, Lưu Nguyễn Quốc Hưng — Wed, 10 Jun 2026 00:00:00 +0700

Building and developing quality culture (QC) has become one of strategic priorities for organizations, particularly higher education institutions striving for total quality management and continuous improvement. This study provides a literature review on QC and examines the situation of QC development collected from 40 administrators, lecturers, and 503 students at several universities through an online survey designed with a Likert scale. The findings through quantitative analysis indicates that the majority of respondents recognize the importance of fostering and strengthening QC within universities. Based on these results, the study proposes several managerial recommendations and practical, feasible activities to enhance quality culture at universities. This study’s findings help clarify perceptions of quality culture and suggest several directions for practical improvement.

Năng lực tự chủ học tập của sinh viên Sư phạm Mĩ thuật: Cơ sở lí luận, biểu hiện đặc thù và vai trò của dạy học tích cực

Nguyễn Thị Thảo, Nguyễn Văn Cường — Wed, 10 Jun 2026 00:00:00 +0700

In the context of higher education shifting towards competency-based development, self-directed learning has become a crucial requirement for students, especially those studying Fine Arts Education. This study systematizes the theoretical basis of self-directed learning, clarifies its specific manifestations in Fine Arts Education students, and analyzes the role of active teaching methods in developing this competency. Using analytical, synthetic, and systematized methods based on theories of self-directed learning, self-regulating learning, self-determination theory, and self-confidence, the research identifies five basic groups of manifestations of self-directed learning and highlights specific manifestations associated with artistic creation and the teaching profession. The role of project-based learning, cooperative learning, and problem-solving in developing self-directed learning for Fine Arts Education students is clarified, contributing to meeting the demands of current educational reform.

Năng lực đặt bài toán của sinh viên ngành Giáo dục tiểu học: Nghiên cứu thực trạng nhận thức, hoạt động phát triển và các yếu tố ảnh hưởng

Nguyễn Thủy Chung, Đậu Lâm Khánh — Wed, 10 Jun 2026 00:00:00 +0700

Mathematical problem posing is an essential competence for pre-service primary teachers to meet the requirements of innovative mathematics teaching in primary schools. However, the number of studies on this competence in Vietnam is still limited. This article uses a quantitative research method through data collection via questionnaires on 176 pre-service primary teachers to study the current state of students’perceptions, development activities and influencing factors of problem-posing competency. The results show that they recognize the important role of this competence in mathematics teaching; however, their understanding of the concept and its application is still incomplete. Furthermore, while these pre-service teachers have participated in some activities to develop problem-posing competence, these activities lack a systematic approach. The study also indicates that factors related to the pre-service teachers themselves significantly influence the development of this competence, while the role of the students has not been fully recognized. The research findings contribute to the proposal of measures to improve problem-posing competence in primary school teacher training.

Hệ thống thông tin quản lí hỗ trợ người học theo hướng ứng dụng trí tuệ nhân tạo tại Đại học Quốc gia Hà Nội: Thực trạng, mức độ sẵn sàng và định hướng phát triển

Nguyễn Trung Kiên, Nguyễn Hữu Chung, Lê Thị Hoà — Wed, 10 Jun 2026 00:00:00 +0700

This study examines the current situation and potential application of artificial intelligence in management information systems for student support at selected units of Vietnam National University, Hanoi. Data were collected from 450 valid questionnaires administered to administrators, lecturers, academic advisors, information technology staff, and students at three representative member institutions. The findings show that student support information systems have been deployed but remain fragmented, with limited data integration, automation, and analytical capacity. Data quality, infrastructure, human resources, and governance mechanisms are still major conditions for AI adoption. However, stakeholders express strong demand and positive perceptions of AI, especially for personalized support, academic risk prediction, and data-informed decision-making. The paper proposes orientations and solutions for developing AI-based management information systems for student support at Vietnam National University, Hanoi.

Dạy học chủ đề STEAM “Chế biến đường từ nước mía” (Khoa học tự nhiên 6) nhằm phát triển năng lực vận dụng kiến thức, kĩ năng đã học cho học sinh

Võ Văn Duyên Em, Nguyễn Thị Kim Ánh, Đỗ Thị Hồng Cẩm — Wed, 10 Jun 2026 00:00:00 +0700

In the context of implementing the 2018 General Education Program, developing the ability to apply learned knowledge and skills is one of the key requirements in teaching Natural Science at the secondary level. STEAM education, with its integration of Science, Technology, Engineering, Art, and Mathematics, is considered a suitable approach to create opportunities for students to apply their knowledge to solve practical problems. This research proposes a five-step STEAM teaching process: problem identification; background research and solution proposal; solution selection; prototype creation and evaluation; and product sharing, discussion, and refinement. The process is illustrated through the STEAM topic “Processing Sugar from Sugarcane Juice” (Natural Science, Grade 6). This article contributes to supplementing the theoretical basis for applying STEAM education in teaching Natural Sciences and provides reference materials for teachers in designing learning topics oriented towards developing learners’ competence to apply learned knowledge and skills.

Yếu tố ảnh hưởng đến hiệu quả giảng dạy các môn Lí luận chính trị ở Đại học Quốc gia Thành phố Hồ Chí Minh

Nguyễn Văn Tây, Lý Bình Nhung — Wed, 10 Jun 2026 00:00:00 +0700

In the context of fundamental and comprehensive reforms in higher education, improving the effectiveness of teaching political theory subjects in universities is crucial to the quality of education. This study analyzes the factors influencing the effectiveness of teaching political theory subjects by university lecturers, through a survey using questionnaires with 246 lecturers and interviews with 4 lecturers currently teaching political theory subjects at the Vietnam National University Ho Chi Minh City. The research results clearly show significant differences between the individual factors of lecturers and their teaching effectiveness in political theory subjects, and the correlation between these factors: individual factors, policies, and support from management entities have different influences on the effectiveness of lecturers' teaching in political theory subjects. Recommendations are proposed to contribute to improving the effectiveness of teaching political theory subjects in the current context of higher education.

Phân tích bộ đề thi minh họa môn Tiếng Anh trung học phổ thông năm 2025 qua hệ thống đo lường Rubric Analytic

Phạm Ngọc Tuấn, Quang Thị Hoàn, Nguyễn Ngọc Anh — Wed, 10 Jun 2026 00:00:00 +0700

The 2025 sample English exam introduces notable changes, featuring a restructured format of 40 multiple-choice questions to be completed within 50 minutes, focusing primarily on reading comprehension, grammar, and vocabulary. This study investigates whether such a structure can comprehensively reflect students' English language competence. Grounded in the Rubric theory by Stevens and Levi (2013), which emphasizes transparency, multidimensionality, and standardization, the research analyzes the 2025 sample exam across four core components: task description, scale, dimensions, and descriptions of dimensions. The findings reveal that while the exam possesses certain strengths, such as clear instructions, diverse item types, and objective scoring, significant limitations remain. These include a reliance on binary scales (correct/incorrect) that fail to capture varying levels of performance, an overemphasis on linguistic knowledge over communicative competence, and insufficient attention to productive skills (speaking and writing). The paper proposes three key groups of solutions:
(1) integrating the assessment of productive skills to ensure alignment with CEFR standards; (2) transitioning toward multi-level scales to provide detailed pedagogical feedback; and (3) developing specific competency descriptors for each component dimension. These improvements aim to enhance the positive washback of assessment on the English teaching and learning process in Vietnam.

Xây dựng quy trình thiết kế và tổ chức hoạt động trải nghiệm STEM trong dạy học môn Sinh học

Phạm Thị Kim Dung, Nguyễn Văn Hiền, Đỗ Thành Trung — Wed, 10 Jun 2026 00:00:00 +0700

In the context of implementing the 2018 General Education Curriculum, to meet the requirements of competency-based education and address the challenges faced by teachers in implementing STEM education, this study was conducted using theoretical research, expert consultation, and statistical analysis methods. The study successfully developed a process comprising two independent stages: the design phase (five preparation steps for teachers) and the implementation phase (five experiential activities for students). Validation results demonstrate that the proposed process achieved a high degree of expert consensus with excellent reliability (Cronbach’s Alpha = 0.952). The feasibility of this process is clearly illustrated through the lesson plan titled “Biological Architect: Building a 3D Cell Model”. The research holds high practical significance, providing teachers with a comprehensive and flexible pedagogical toolkit, accompanied by specific measures to overcome practical barriers such as funding limitations, rigid learning mindset, and students' fear of failure, thereby fostering their design thinking and practical problem-solving skills. Future research directions may focus on conducting large-scale controlled pedagogical experiments to comprehensively evaluate the effectiveness of the proposed process.

Phối hợp giữa giáo viên mầm non và giáo viên giáo dục đặc biệt trong giáo dục hòa nhập tại Thành phố Hồ Chí Minh: Thực trạng từ góc nhìn giáo viên và cán bộ quản lí

Phạm Thị Lan Phượng, Nguyễn Uyên Nhi — Wed, 10 Jun 2026 00:00:00 +0700

Collaboration between educators is regarded as vital to the successful implementation of inclusive education in schools. This study investigates the current state of collaboration between preschool teachers and special education teachers in educating children with disabilities at inclusive preschools in Ho Chi Minh City. Drawing on a survey of 106 teachers and in-depth interviews with 4 school managers and 5 teachers, the findings show that teachers and managers evaluated collaboration positively in terms of its content, methods, and effectiveness. The most common form of collaboration was direct communication between the two groups of teachers during daily activities related to individual children with disabilities in order to respond promptly to their support needs. However, collaboration still faced several barriers, particularly for special education teachers due to heavy workloads and the large number of children with disabilities under their responsibility. The findings affirm the important role of multidisciplinary collaboration in enhancing the quality of inclusive education. Consequently, the study proposes the development of the special educator workforce and the strengthening of professional collaboration mechanisms in inclusive preschool settings.

Sự hài lòng của sinh viên với AI hỗ trợ học tập: Các yếu tố ảnh hưởng và vai trò trung gian của cảm nhận tính hữu ích

Thái Thủy Tiên, Nguyễn Tô Huy, Huỳnh Yến Ngọc, Phùng Kim Phương — Wed, 10 Jun 2026 00:00:00 +0700

This study aimed to identify factors influencing student satisfaction with artificial intelligence (AI) learning support and to test the mediating role of perceived usefulness based on the integration of the TAM and UTAUT models. Data were collected from 310 students at the University of Economics Ho Chi Minh City - Vinh Long Campus (UEH Mekong) and analyzed using partial least squares structural model (PLS-SEM) combined with multi-group analysis (MGA) by course, gender, and academic performance. The model results indicated that performance expectations, social influence, and facilitation positively impacted perceived usefulness, thereby promoting satisfaction. Although effort expectations did not have a significant impact on the overall sample, the MGA analysis found that effort expectations had a positive impact on female students and graduating students. This research contributes an integrated theoretical framework within the context of educational technology at local university branches in Vietnam. Furthermore, in practical terms, it proposes managerial implications to help education administrators shape policies that support and effectively utilize AI tools in academic environments to enhance student satisfaction.

Đề xuất quy trình dạy học tiếp cận lí thuyết giáo dục toán thực đối với chủ đề “Phương trình bậc hai một ẩn” (Toán 9)

Phạm Huyền Trang, Nguyễn Ngọc Giang, Trần Lê Thanh Thảo — Fri, 10 Jul 2026 00:00:00 +0700

Teaching based on the theory of Realistic Mathematics Education is an important instructional approach in contemporary mathematics education, emphasizing the placement of students in real-world situations to support visualization, prediction, and the construction of mathematical knowledge. This article focuses on applying the instructional process grounded in this theory to the topic “Quadratic Equations in One Variable” (Grade 9). The study develops an appropriate teaching procedure and organizational approach, contributing to the creation of an active learning environment and enabling students to construct mathematical understanding through realistic contexts. The application of Realistic Mathematics Education serves not only as a valuable reference for teachers when teaching this topic but also as a means to enhance instructional effectiveness and improve students’ learning outcomes.

Mô hình dự báo tích hợp lo âu toán học ở học sinh trung học cơ sở tại tỉnh Nghệ An: Vai trò của tự đánh giá năng lực học Toán và các yếu tố gia đình - xã hội

Trần Hằng Ly — Wed, 10 Jun 2026 00:00:00 +0700

Mathematics anxiety is a notable issue among lower secondary school students and may be influenced by individual characteristics, students’ perceived competence in learning mathematics, and family - social factors. This study aimed to test a predictive model of mathematics anxiety using a sample of 525 lower secondary school students in Nghe An province, Vietnam, while simultaneously examining the roles of background variables, self-perceived mathematical competence, and selected family - social factors. The results indicated that students’ mathematics anxiety was at a moderate-to-relatively high level, and the final regression model explained 40.3% of the variance in overall mathematics anxiety. Among the predictors, self-perceived mathematical competence emerged as the strongest predictor, followed by gender, academic achievement, and experiences of being compared with others; meanwhile, having relatives or friends who were proficient in mathematics and having a role model in the field of mathematics were no longer statistically significant predictors when included in the integrated model. The findings highlight the central role of self-perceived mathematical competence in explaining mathematics anxiety and indicate that negative comparison experiences are also associated with students’ anxiety levels. Accordingly, the study suggests that interventions aimed at reducing mathematics anxiety should focus on strengthening students’ positive perceptions of their mathematical competence and fostering learning environments that minimize negative comparison practices.

Xây dựng rubric đánh giá quá trình tái khám phá kiến thức theo lí thuyết giáo dục toán học gắn với thực tiễn (RME) trong dạy học nội dung “Quy tắc nhân” (Toán 10)

Trịnh Hồ Sơn Trường, Nguyễn Phú Lộc — Fri, 10 Jul 2026 00:00:00 +0700

In the context of educational reform oriented towards developing students' qualities and competencies, the assessment of the learning process is increasingly emphasized. Realistic Mathematics Education (RME) theory emphasizes the process of students rediscovering knowledge through the mathematization of real-world situations; however, there is still a lack of systematic tools for evaluating this process. This research has identified four assessment criteria: understanding real-world situations, building a specific model (model-of), building a general model (model-for), and formalizing knowledge; and has constructed a rubric with four levels of performance: Needs Effort - Achieved - Fair - Good. Based on this general rubric, the research has specifically developed an assessment rubric for teaching the content of “Multiplication Rule” (Mathematics 10) through a five-step teaching process according to RME theory. This paper contributes to supplementing the theoretical basis for combining RME with process assessment in mathematics teaching and suggests directions for developing similar assessment tools for other mathematical contents.

Phát triển năng lực sử dụng trí tuệ nhân tạo cho đội ngũ giáo viên Tiếng Anh: Góc nhìn từ khung AI-TPACK trong bồi dưỡng năng lực sư phạm

Trịnh Quốc Lập, Phan Nhật Hào, Trần Quốc Vinh — Wed, 10 Jun 2026 00:00:00 +0700

The rapid development of (generative) artificial intelligence has created an urgent need to restructure teachers’ professional competencies in the digital era. This article seeks to propose solutions for fostering AI literacy among Vietnamese English-as-a-foreign-language teachers based on the AI-TPACK model. The article used a conceptual analysis combined with interpretive synthesis to integrate and reconstruct the knowledge domains related to AI literacy and AI-TPACK in teacher education. Data were collected from Google Scholar between 2021 and 2026 and underwent three rounds of independent screening, resulting in 15 core academic publications. Through analysis, the study identified four solutions: (1) restructuring the professional training content according to AI-TPACK knowledge-based domains;
(2) organizing integrated professional development activities across AI-TPACK domains; (3) implementing lesson study models linked to communities of practice; and (4) institutionalizing the model into evaluation mechanisms and promoting teachers’ pedagogical leadership. The solutions aim to help EFL teachers develop in the digital transformation era professionally and sustainably.

Hệ thống thông tin quản lí hỗ trợ người học tích hợp trí tuệ nhân tạo trong giáo dục đại học: Cơ sở lí luận và mô hình đề xuất

Nguyễn Trung Kiên, Nguyễn Hữu Chung, Lê Thị Hoà — Wed, 10 Jun 2026 00:00:00 +0700

In the context of the digital transformation of higher education and the rapid development of artificial intelligence, the need to innovate student management and support practices has become increasingly urgent. Existing management information systems in many higher education institutions remain largely at the stage of data digitization, lacking sufficient capabilities for integration, analysis, and prediction to effectively support students and academic administrators. This paper aims to systematize the theoretical foundations of student support management information systems in higher education and to analyze the role of artificial intelligence in support personalization, learning risk prediction, and managerial decision support. Based on a comprehensive literature review and a two-round Delphi expert consultation, the study proposes an artificial intelligence-integrated student support management information system model that is appropriate for the contemporary higher education context. The findings contribute to clarifying the theoretical framework and provide a reference model for further research and practical implementation in higher education institutions.

Thực trạng khó khăn học tập và đời sống của trẻ vị thành niên khiếm thính trong môi trường giáo dục chuyên biệt

Võ Thị Lệ Hường — Wed, 10 Jun 2026 00:00:00 +0700

Adolescents with hearing impairment often encounter various difficulties in learning and daily life due to limitations in communication and access to information. However, empirical studies on this population in Vietnam remain limited, particularly in specialized educational settings. This study employed a supplementary mixed-methods design to examine the level and characteristics of learning and life difficulties among adolescents with hearing impairment. Quantitative data were collected from 221 adolescents with hearing impairment aged 10-19 years studying in specialized educational settings in Southeast Vietnam, while qualitative data were obtained through semi-structured interviews with 12 participants. The findings indicated that adolescents with hearing impairment experienced difficulties at a moderate level, with career orientation difficulties reported at a higher level than learning and psychosocial difficulties. No significant differences were found according to gender, whereas differences were observed across age groups and grade levels. Older adolescents and final-grade students tended to report greater difficulties related to career orientation and psychosocial life. The findings also suggest that difficulties in learning, psychosocial life, and career orientation tend to co-occur across different domains of adolescents’ lives, with communication difficulties frequently reported in these experiences. The study highlights the need for communication support, academic support, psychosocial support, and career guidance for adolescents with hearing impairment in specialized educational settings.

Dạy học theo mô hình lớp học đảo ngược với sự hỗ trợ của trí tuệ nhân tạo nhằm phát triển năng lực tự học cho học sinh trong môn Khoa học tự nhiên 9

Võ Văn Duyên Em, Nguyễn Thị Kim Ánh, Trần Thị Thảo Quyên — Wed, 10 Jun 2026 00:00:00 +0700

In the context of digital transformation and the rapid development of artificial intelligence (AI), developing self-learning competence in students has become an urgent requirement. The flipped classroom model is considered a suitable approach to promote student initiative by moving the acquisition of basic knowledge outside the classroom, while dedicating more classroom time to discussion, practice, and application of knowledge. This study proposes a teaching process based on the flipped classroom model with the support of artificial intelligence (AI) aimed at developing self-learning abilities in junior high school students and illustrates this process in teaching the lesson “Ethylic alcohol” (Natural Science 9). Experimental results from several junior high schools in Vinh Long province to assess the feasibility and effectiveness of the proposed teaching process showed that the experimental group achieved higher results than the control group in terms of self-learning ability and academic performance. Therefore, combining AI with the flipped classroom model not only enhances the personalization of learning but also contributes to developing students' self-learning competence.

Triển khai giảng dạy bằng Tiếng Anh trong các học phần chuyên ngành: Nghiên cứu khảo sát hỗn hợp tại một trường đại học địa phương ở Hà Nội

Vương Thị Hải Yến, Trần Giang Nam, Nguyễn Thị Hoa — Wed, 10 Jun 2026 00:00:00 +0700

This study examines the initial implementation of English-Medium Instruction (EMI) in specialized courses at a local university in Hanoi, in relation to Decision No. 2371/QĐ-TTg on promoting English as a second language in Vietnamese schools during 2025-2035, with a vision to 2045. The study uses a mixed-methods survey design with responses from 76 students and 16 lecturers. Quantitative data from Likert-scale items are used to describe patterns of perception, challenge, and support needs, while short open-ended responses are used to clarify selected findings. The data should therefore be read as evidence of perceptions, readiness, and early experience rather than as a full evaluation of mature EMI practice. The findings show that students report difficulties with disciplinary vocabulary, lecture pace, academic reading, and participation in English-medium classroom interaction. Lecturers report pressure related to lesson preparation, uneven student English proficiency, limited bilingual learning materials, and the absence of systematic EMI pedagogical training. The discussion suggests that EMI implementation in a local university context requires a gradual and supported pathway. Priority should be given to lecturer development, bilingual disciplinary resources, and academic English support for students. The study contributes modest empirical evidence from an under-researched institutional context and offers practical implications for universities at the early stage of EMI implementation.

Đề xuất biện pháp sư phạm phát triển tư duy thuật toán cho học sinh trong dạy học chủ đề “Phương trình bậc hai một ẩn” (Toán 9)

Nguyễn Phương Chi, Đỗ Thị Như Hoa — Wed, 10 Jun 2026 00:00:00 +0700

Algorithmic thinking plays an important role in developing mathematical thinking and problem-solving competence in lower secondary mathematics education. This study aims to clarify the theoretical foundations of algorithmic thinking, identify its components and manifestations among lower secondary students, and propose pedagogical measures for developing algorithmic thinking in Grade 9 students through teaching the topic of quadratic equations in one variable. Based on the identified components of algorithmic thinking, four pedagogical measures were proposed to support students in analyzing mathematical problems, constructing and organizing solution procedures, selecting appropriate strategies, and representing algorithms through flowcharts and simple Python-based activities. The study contributes to clarifying the relationship between algorithmic thinking components and instructional activities, while providing pedagogical measures that support mathematical problem solving within a competency-based educational approach in lower secondary mathematics teaching.