Tạp chí Giáo dục

Đặc điểm thiết kế nghiên cứu và kĩ thuật phân tích dữ liệu trong các nghiên cứu định lượng thuộc lĩnh vực khoa học giáo dục tại Việt Nam (2020–2024)

Trịnh Thị Phương Thảo, Hứa Thị Toàn, Lê Minh Cường — Wed, 20 May 2026 00:00:00 +0700

Quantitative research has been increasingly adopted in educational sciences due to its capacity to quantify data and systematically test hypotheses. This study aims to examine the characteristics of research design, sampling strategies, data collection methods, and analytical techniques in quantitative studies within the field of educational sciences in Vietnam. Secondary data analysis was conducted on articles published in nine domestic academic journals during the 2020-2024 period. The findings indicate a gradual growth in the volume of quantitative studies over time. Most studies employed nonprobability sampling, questionnaire-based surveys, and traditional statistical methods, while a smaller number have begun to utilize digital data sources and apply more advanced analytical approaches. These results provide an overall picture of the characteristics of quantitative research methods in educational sciences in Vietnam and highlight the need to enhance transparency in methodological reporting, expand sample sizes, and promote the application of advanced analytical models in future research.

Phân tích trắc lượng thư mục các nghiên cứu về năng lực số của học sinh tiểu học giai đoạn 2012–2026

Nguyễn Hồng Dương, Hoàng Thị Cúc — Wed, 20 May 2026 00:00:00 +0700

In the context of the current Fourth Industrial Revolution, developing digital literacy education for students is an urgent requirement in line with modern educational trends. This study uses a systematic review method, according to the PRISMA standard, to collect and analyze research on digital literacy of primary school students in the period 2012-2026. 945 studies were obtained from the Scopus database; after screening, 141 studies were deemed suitable for inclusion in the bibliographic analysis. The results show that the volume of publications on digital literacy of primary school students increased dramatically in the period 2020-2026; there has been a shift from theoretical research to the application of advanced technology in developing students' digital literacy. The research findings serve as a reference for education administrators and teachers in identifying trends and gaps in research, and as a basis for proposing effective and sustainable measures to develop digital skills in primary school students.

Nghiên cứu trắc lượng thư mục về bồi dưỡng đội ngũ giảng viên theo mô hình TPACK trên cơ sở dữ liệu Scopus giai đoạn 2015–2025

Phạm Quang Thuận, Nguyễn Lộc, Phan Long — Wed, 20 May 2026 00:00:00 +0700

The TPACK framework emphasizes the interplay among content, pedagogical, and technological knowledge in enhancing instructional quality across diverse educational contexts. Amid the digital transformation of education, TPACK-based faculty development is regarded as a pivotal approach to fostering digital teaching and technology integration competencies. This study examines trends in professional development based on this framework through a bibliometric analysis of 269 articles indexed in the Scopus database from 2015 to 2025. Using VOSviewer, a co-occurrence network of 21 core keywords, with a minimum occurrence threshold of six, was constructed, identifying five primary research clusters. The results reveal a sharp increase in publications, reaffirming TPACK as a cornerstone framework for professional development. Four dominant research trajectories emerged: technology integration in teaching and lecturer competency development based on TPACK; AI/GenAI within the TPACK framework in relation to ethical requirements for its use; ICT competence and digital competence as supporting foundations; and design-based learning as a bridge between theory and practice. These findings provide a scientific basis for designing faculty development programs that respond to the demands of comprehensive digital transformation.

Giáo dục bằng hành động và động lực học tập: Một số vấn đề lí luận và hàm ý sư phạm

Lữ Quốc Vinh, Nguyễn Ngọc Chi Lan — Wed, 20 May 2026 00:00:00 +0700

In the context of educational reform in Vietnam, oriented towards developing learners' qualities and competencies, the organization of active learning activities is increasingly emphasized. This study aims to clarify the theoretical basis of the link between action-based education, the structure of learning activities, and the formation of learners' learning motivation through a combination of conceptual analysis and theoretical synthesis based on secondary sources to build a theoretical framework for the research problem. The analysis results show that teaching and learning activities can be considered a socio-cognitive structure, in which learners construct knowledge and deeply understand the meaning of learning; this process contributes to the formation of learners' learning motivation. An analysis of Dewey and Alain's ideas shows that action-based education is the theoretical basis for explaining the mechanism of forming learning motivation through meaningful activities. This research aims to establish a theoretical framework for the relationship between learning activities and learning motivation, guide the organization of teaching and learning activities towards increased learner participation, and suggest directions for experimental research in specific teaching contexts.

Hỗ trợ tâm lí học đường cho học sinh tiểu học có biểu hiện rối loạn tăng động giảm chú ý trong trường hòa nhập: Nghiên cứu lí luận và một số đề xuất

Phan Thái Hiệp — Wed, 20 May 2026 00:00:00 +0700

In the context of inclusive education, primary schools are required to be aware of the manifestations, diagnostic criteria, and associated difficulties of pupils who exhibit signs of attention deficit hyperactivity disorder to provide appropriate forms of support. The study synthesises core issues, including definitions, observable manifestations, diagnostic criteria, and common accompanying difficulties. Based on an analysis of school-based psychological support models and the factors that influence these forms of support, the paper offers several recommendations for psychological support for these primary school pupils. This study is expected to contribute to improving mechanisms for school-based psychological support, thereby creating conditions that enable these pupils to learn and develop in a more comprehensive manner.

Vận dụng mô hình 5E trong giáo dục STEAM cho trẻ mầm non: Khoảng cách giữa nhận thức và thực hành của giáo viên

Đặng Út Phượng, Lê Thị Hòa, Trần Viết Nhi — Wed, 20 May 2026 00:00:00 +0700

In early childhood STEAM education, inquiry-based learning, particularly the 5E model, may sometimes be enacted through step-by-step procedural compliance, which can dilute its constructivist intent. Using an explanatory sequential mixed-methods design, this study examines teachers’ understanding of the 5E model and their self-reported implementation based on a convenience sample of 132 preschool teachers in Hanoi. Quantitative results indicate a strong preference for the 5E model (71.2%). However, only 35.1% of the explored teachers reported fully implementing all stages, a figure that may be influenced by social desirability bias. In-depth interviews further suggest that this inconsistency may derive from time constraints, the lack of standardized assessment tools, and inconsistent interpretations of the purposes of each inquiry stage. Accordingly, the study proposes a more flexible use of the 5E model that foregrounds core cognitive phases (Engage, Explore, Explain). Its central contribution is a self-assessment rubric intended to help teachers shift from superficial procedural “box-ticking” toward a more authentically constructivist implementation that grants children greater agency and accommodates trial-and-error processes.

Mô hình trải nghiệm phòng chống xâm hại dựa trên tiếp cận khu vực: Nghiên cứu đánh giá hiệu quả ở học sinh lớp 4, 5 tại tỉnh Phú Thọ

Bùi Thị Loan — Wed, 20 May 2026 00:00:00 +0700

The experiential model for sexual abuse prevention education is considered a breakthrough in modern education, contributing to the enhancement of selfprotection skills among Grade 4 and 5 students against the risk of abuse. Based on a review of theoretical foundations, this study evaluates the effectiveness of an experiential education model for abuse prevention among Grade 4 and 5 students in Phú Thọ Province. The study was conducted in selected primary schools representing urban, rural, and mountainous areas, involving 846 Grade 4 and 5 students, 246 parents, and 125 teachers. Various research methods were employed, among which observation and survey were identified as the two primary approaches. The results indicate that: (1) the students’ abuse prevention skills were rated at the basic level; (2) Grade 5 students demonstrated better abuse prevention skills than Grade 4 students; the students in urban areas exhibited higher skill levels compared to those in rural and mountainous areas, although no significant differences are found between students in rural and mountainous regions. These findings provide an important practical basis for proposing measures to improve the quality of experiential abuse prevention education models for primary school students, thereby helping them protect themselves more effectively.

Một số hướng nghiên cứu về tư duy xác suất trên thế giới và đề xuất đối với Việt Nam

Lê Tuấn Anh, Nguyễn Văn Tiên, Ngô Hoàng Long — Wed, 20 May 2026 00:00:00 +0700

Probabilistic thinking is a crucial component of mathematical competence, playing a central role in reasoning and handling uncertain situations. In mathematics education, the development of probabilistic thinking in students is increasingly emphasized. This study uses a systematic literature review to collect and analyze 34 representative studies on probabilistic thinking. The results show that studies on probabilistic thinking mainly involve three main approaches: cognitive-psychological approaches; building theoretical frameworks and structural models of probabilistic thinking; and approaching the study of probabilistic thinking through modeling and data. However, most existing studies focus on the primary and lower secondary levels, while studies at the upper secondary level are limited. The research results contribute to systematizing the main approaches, while also identifying gaps and proposing directions for developing probabilistic thinking in upper secondary students in the context of the current educational reforms in Vietnam.

Tích hợp trí tuệ nhân tạo và nền tảng Curipod trong dạy học khái niệm “hàm số bậc hai” (Toán 10)

Phạm Sỹ Nam, Huỳnh Hy Khang — Wed, 20 May 2026 00:00:00 +0700

In the context of digital transformation in education, the integration of artificial intelligence (AI) and interactive platforms into mathematics teaching is becoming a growing trend. However, current research mainly focuses on AI for practice or graphing purposes, lacking specific designs for the concept formation stage, especially the concept of quadratic functions in grade 10. This study uses a development research methodology to build a teaching process for the concept of quadratic functions integrating AI and the Curipod platform. The study proposes a teaching process for the concept of “Quadratic Functions” (Grade 10 Mathematics) consisting of two stages: Stage one, designing digital learning materials with three steps: creating introductory situations using AI, building interactive activities on Curipod, and completing and publishing the lesson; Stage two, organizing classroom teaching according to four consecutive activities: Experience, Knowledge Formation, Practice, and Application. The process is specifically illustrated through teaching the concept of “Quadratic Functions”. The integration of AI and Curipod helps to overcome difficulties in teaching abstract concepts, creating a diverse interactive environment and personalizing the learning path.

Bồi dưỡng năng lực mô hình hóa toán học cho học sinh thông qua dạy học giải bài toán thực tiễn chủ đề “tích phân” (Toán 12)

Nguyễn Ái Quốc, Trần Liễu Đại Phúc — Wed, 20 May 2026 00:00:00 +0700

Mathematical modeling competency is one of the core competencies dictated in the 2018 General Education Mathematics Curriculum. In the 12th grade Mathematics curriculum, the topic of “Integration” offers many practical applications, which provides opportunities for students to cultivate and develop their mathematical modeling skills. However, teaching practice shows that students often struggle to connect real-world situations with mathematical representations. This study proposes a mathematical modeling process to organize the teaching of solving practical problems on the topic of “Integration” (12th grade Mathematics) to foster students' mathematical modeling competency. A pedagogical experiment was conducted with 39 12th-grade students at a high school in Ho Chi Minh City. The results showed that the majority of students fully participated in all stages of the mathematical modeling process, demonstrating the basic manifestations of mathematical modeling competency. Organizing the teaching of solving practical problems using the mathematical modeling process has contributed to fostering mathematical modeling competency for high school students.

Ứng dụng phần mềm Artsteps để thiết kế phòng triển lãm 3D trong dạy học theo trạm chủ đề “virus” (Sinh học 10)

Nguyễn Thị Ánh Dương, Đỗ Thị Tố Như — Wed, 20 May 2026 00:00:00 +0700

In the context of the 2018 General Education Curriculum and advancing digital transformation in education, the integration of digital tools into competency-based teaching has become increasingly significant. This study proposes a process for designing a 3D virtual exhibition room using Artsteps software to support station-based learning in Grade 10 Biology and applies this process to the topic “Viruses”. The pedagogical experiment, conducted with 97 Grade 10 students, indicates that this instructional approach contributed to improving students’ comprehension, with an increase in the proportion of students who achieved a clear understanding of the lesson content, and enhancing their learning interest, participation, and knowledge retention. The initial findings suggest that Artsteps has considerable potential for creating visually engaging digital learning environments and for diversifying instructional formats in high school Biology education. Further research should expand the scope of experiment and refine the system of evaluation indicators to improve the reliability of findings.

Thực trạng vận dụng mô hình giáo dục STEAM của giáo viên trong dạy học môn Lịch sử và Địa lí ở trường trung học cơ sở tại tỉnh Sơn La

Lê Thị Dung, Nguyễn Mạnh Hưởng — Wed, 20 May 2026 00:00:00 +0700

In the context of current educational reforms, the STEAM education model plays a critical role in promoting integrated teaching and connecting knowledge with practice. This study aims to assess the current state of awareness, the extent of application, and the barriers faced by teachers in implementing this model. The author employed a questionnaire survey method involving 347 lower secondary school teachers in Son La province. Results indicate that while teachers positively evaluate the role and significance of STEAM, their practical understanding and frequency of application remain at an average level. Primary difficulties include a lack of educational materials, limited capacity to design integrated activities, inadequate facilities, lack of management support, and student readiness. Notably, it is shown that teachers in urban areas tend to have more positive opinions than those in mountainous areas. Consequently, the study proposes that priority should be given to teacher training, developing locally-relevant educational materials, and improving support mechanisms to enhance the effectiveness of teaching History and Geography.

Kĩ năng nhận diện học sinh tiểu học rối loạn tăng động giảm chú ý của sinh viên ngành Giáo dục tiểu học Trường Đại học Hùng Vương

Hà Thanh Huệ, Lê Thị Xuân Thu — Wed, 20 May 2026 00:00:00 +0700

Early identification of ADHD in elementary school students is crucial for supporting their learning and development. This is a necessary and important skill for elementary school teachers, but training for teacher students and research on this topic are still very limited. To assess the skill level of primary education students at Hung Vuong University to identify primary school students with attention deficit hyperactivity disorder (ADHD), the authors used several research methods: document research; survey questionnaire; multiple-choice objective test; and in-depth interviews. Analysis of the results showed that the teacher students’ identification skills were only at the average level. The average skill scores differed between first-year and second-year students; third-year and fourth-year students (with third-year and fourth-year students having higher scores than first-year and second-year students). Based on these results, the paper proposes several measures to develop this skill for primary education students. The research results contribute to the scientific basis for the skill of identifying students with ADHD symptoms among primary education students, while also providing practical information to help teacher training institutions adjust their training program accordingly.

Tác động của giảng dạy tiếng Anh chuyên ngành theo chủ đề phát triển bền vững đối với kĩ năng tranh biện của sinh viên trình độ B2 tại Trường Đại học Hà Nội

Tạ Thị Thanh Hiền, Nguyễn Thị Thu Hà — Wed, 20 May 2026 00:00:00 +0700

In higher education, integrating sustainability-related issues into teaching has attracted growing attention as a meaningful way to develop students’ academic communication and critical thinking. This study investigates the impact of sustainability-themed English for Specific Purposes (ESP) instruction on the debate competence of B2-level students at Hanoi University. The study employed a classroom action research design with a mixed-methods approach. Data were collected through pre-, mid-, and postcourse debate assessments, a post-course questionnaire, and open-ended student reflections. Quantitative data were analyzed using descriptive statistics and paired-samples t-tests, while qualitative data were examined through thematic analysis. The results show significant improvement in students’ debate competence, particularly in fluency, coherence, argument development, and use of evidence. Students also reported higher levels of participation and greater confidence in expressing ideas in academic discussions. The findings suggest that integrating sustainability themes into ESP instruction can support the development of students’ language proficiency, critical thinking, and social awareness, and offer practical implications for incorporating sustainability-related topics into language teaching in higher education.

Các yếu tố ảnh hưởng đến công tác xã hội trường học trong phòng chống bạo lực học đường: Nghiên cứu ở cấp trung học cơ sở

Đoàn Thị Cúc, Nguyễn Thị Phương, Nguyễn Thuỳ Dương — Wed, 20 May 2026 00:00:00 +0700

School violence has become increasingly diverse and complex, particularly among students at the lower secondary level. In this context, school social work is widely regarded as a critical mechanism for prevention and intervention; however, empirical evidence on factors influencing its effectiveness remains limited. This study aims to identify the factors affecting the effectiveness of school social work in preventing school violence and to examine differences in perceptions between teachers and students. The study surveyed 56 teachers and 420 students from three lower secondary schools in Luc Hanh commune, Tuyen Quang province. Data were analyzed using descriptive statistics, independent samples t-tests, and multiple regression, complemented by in-depth interviews. The findings indicate that teachers emphasized organizational and managerial factors, whereas students identified reluctance to share personal difficulties as the most influential factor. Teacher-student differences were statistically significant. The regression model demonstrated high explanatory power for teachers (R² = 0.865) but substantially lower explanatory power for students (R² = 0.147). The results underscore the central role of student psychological factors and highlight the need to enhance the effectiveness of school social work at both the organizational level and the student service level.

Hoạt động sở hữu trí tuệ trong các cơ sở giáo dục đại học từ góc nhìn của giảng viên: Thực trạng và tương quan giữa các thành tố cấu trúc

Mạc Thị Thoa, Phạm Thị Thuý Hằng, Nguyễn Hoàng Đoan Huy — Wed, 20 May 2026 00:00:00 +0700

This study examines intellectual property (IP) activities in Vietnamese higher education as a multi-component system, applying a 10-part framework to analyse interconnections among components from faculty’s perspectives. Using a cross-sectional quantitative design, a survey of 1,551 lecturers from over 50 institutions was analysed with descriptive statistics, ANOVA, and correlation analysis. The instrument comprised 10 components and 41 variables derived from the literature, with reliability assessed using Cronbach’s alpha. Findings indicate that IP implementation is moderate, with variation across components. Notably, higher levels appear in natural sciences, engineering, technology, and multidisciplinary institutions, particularly in collaboration, technology transfer, and output-related activities. While most components show no significant gender differences, these findings collectively provide empirical evidence to inform policy improvements and enhance IP management in higher education. It should be acknowledged, however, that the cross-sectional design and convenience sampling may limit generalisability.

Ảnh hưởng của năng lực số đến kĩ năng tự học của sinh viên Trường Đại học Sư phạm Thành phố Hồ Chí Minh - Phân hiệu Long An

Nguyễn Thị Hồng — Wed, 20 May 2026 00:00:00 +0700

In the current context of digital transformation, developing digital competencies for students has become an urgent requirement, not only to meet learning goals but also to help improve students' self-study skills. In practice, many students still have limited ability to apply digital technology to the learning process. Therefore, this study was conducted to understand the relationship between digital competencies and students' self-study skills. The study was conducted on 384 students of Ho Chi Minh City University of Education - Long An Campus. Data were processed and analyzed using descriptive statistics, testing the reliability of the scale using Cronbach's Alpha coefficient, exploratory factor analysis (EFA), and testing linear regression models. The results showed that digital competence has a significant impact on students' self-study skills, in which the group of competences on information exploitation, communication and digital security is the strongest factor, followed by the group of competences on creativity and problem solving in the digital environment. Research results highlight the important role of digital competence in promoting students' self-learning skills in the context of digital transformation in education today. The study offers practical implications for student training, underscoring the need for schools to focus on developing digital competence as well as self-learning skills for students right from the first year of study.

Năng lực giao tiếp và hợp tác của sinh viên trong môi trường số: Nghiên cứu tại một số trường đại học ở Thành phố Hồ Chí Minh

Đặng Thị Kim Ánh, Nguyễn Đình Hòa, Trịnh Phương Thảo — Wed, 20 May 2026 00:00:00 +0700

Digital communication and collaboration competence is a core competency for university students in the 21st century, contributing to learning effectiveness and adaptability in digital society. This study aims to examine the current status and structural characteristics of students’ digital communication and collaboration competence at several universities in Ho Chi Minh City, Vietnam, using a self-assessing instrument developed based on the Vietnamese Digital Competence Framework for learners. Data were analyzed using descriptive statistics and inferential tests (t-test, ANOVA). Research findings indicate that overall competence reaches a moderate level, with a structural imbalance among its components: competence domains related to awareness and attitudes are higher than those associated with practical skills. Inferential analysis reveals no statistically significant differences across gender and academic major. (p > 0.05; η² < 0.06), suggesting a relatively homogeneous pattern of digital competence development. These findings provide empirical evidence for the structural characteristics of students’ digital competence and offer a scientific basis for designing educational interventions that emphasize experiential learning and skill development in the context of digital transformation.

Văn hóa nhà trường trong bối cảnh tự chủ đại học: Nghiên cứu trường hợp ở Trường Đại học Thủ đô Hà Nội

Vũ Thị Quỳnh, Hồ Thị Thành — Wed, 20 May 2026 00:00:00 +0700

This study examines school culture at Hanoi Metropolitan University in the context of university autonomy and proposes measures for its improvement. A mixed-methods design was employed, combining a questionnaire survey with 388 administrators, lecturers, staff, and students, together with in-depth interviews and direct observation. Research findings show that the university has developed a number of positive cultural features, particularly in its core values, ethical norms, and teaching–learning orientation. However, two salient issues were identified. First, the diffusion of core values across units remains uneven. Second, the deeper layers of school culture, especially beliefs, expectations, empowerment, and innovation, remain underdeveloped. Based on these findings, the study proposes practical measures, including strengthening internal communication and dialogues, embedding core values in the university’s autonomy strategy, fostering a culture of empowerment, and developing criteria for school culture evaluation. The study contributes to the literature by clarifying how school culture is manifested in an autonomous local university and by providing empirical evidence and practical implications for improving organizational culture in higher education institutions.