Tạp chí Giáo dục

Xu hướng nghiên cứu của khoa học giáo dục Việt Nam: phân tích dữ liệu từ bốn tạp chí thuộc lĩnh vực khoa học giáo dục giai đoạn 2020–2024

Nguyễn Thị Mỹ Lộc, Trần Trung, Nguyễn Tiến Trung, Nghiêm Thị Thanh — Tue, 16 Dec 2025 00:00:00 +0000

In recent years, educational sciences in Vietnam have witnessed a notable growth in both quantity and quality of research publications; however, a comprehensive picture of emerging research trends has not yet been fully synthesized. This study analyzes 2,842 articles published in four leading Vietnamese educational sciences journals during the period 2020-2024 to identify publication characteristics and major research directions. The findings indicate that publication volume remained stable across years, research methods became increasingly diverse, and studies were conducted across all levels of the national education system. Keyword analysis reveals five prominent research directions concerning innovations in teaching methods, teacher development and educational management, equity and inclusive education, and the enhancement of learners’ competencies in the context of digital transformation and international integration. These insights contribute to portraying the developmental landscape of educational sciences in Vietnam from 2020 to 2024, while highlighting gaps that suggest the need to broaden research themes in order to keep pace with global trends in educational sciences.

Đề xuất một số giải pháp xây dựng nền giáo dục Việt Nam hiện đại, đáp ứng yêu cầu thời kì mới

Nguyễn Bá Hùng — Tue, 16 Dec 2025 00:00:00 +0000

In the context of robust globalization and the Fourth Industrial Revolution, education has become a key factor determining the competitiveness of each country. For Vietnam, building an advanced education system is an urgent requirement, both a long-term strategic requirement and a necessary condition for sustainable development of the country in the era of national development. The purpose of the article is to provide theoretical and practical foundations, on which to propose a number of solutions to build a modern, open, flexible, high-quality, globally integrated and practical Vietnamese education system. The research results provide a systematic approach to building a modern Vietnamese education system that fulfils the requirements of the new era.

Sử dụng ma trận học tập trong can thiệp câu cho trẻ rối loạn phổ tự kỉ 4 tuổi nói tiếng Việt

Phạm Thị Bền, Hoàng Văn Hoàn — Tue, 16 Dec 2025 00:00:00 +0000

Matrix Learning is a characteristic method in sentence intervention in which the components of a sentence serve as elements of a matrix to generate new sentence combinations, proven effective when used with children with language disorders and Autism Spectrum Disorders. This paper aims to confirm the effectiveness of Matrix Learning in individual sentence intervention for Vietnamese-speaking children with Autism Spectrum Disorders. A multiple baseline single-case research design was employed on two 4-year-old children with Autism Spectrum Disorders who were at the emerging language stage, speaking single words. Matrix Learning 2x2 and 3x3 for two sentence structures: 'subject/action + more' and 'No/Do not + subject/action' were used. The results showed progress of the two participants in: types of sentence structures, total number of sentence structures, and frequency of self-producing sentences. It can be indicated that Matrix Learning is a potential intervention method at sentence-level for Vietnamesespeaking children with Autism Spectrum Disorders; therefore, further studies with larger sample sizes are needed to confirm the suitability, effectiveness, and feasibility of this method.

Đề xuất cách thức để học sinh phổ thông đồng sáng tạo trong đánh giá và phản hồi kết quả dạy học môn Ngữ văn

Nguyễn Thị Hảo, Nguyễn Thị Bích — Tue, 16 Dec 2025 00:00:00 +0000

In the context of fundamental and comprehensive innovation in general education, assessment and feedback play a key role in helping teachers and students identify their competency, thereby choosing appropriate strategies, content, and methods to improve teaching and learning effectiveness. This article aims to clarify the concept of co-creation of the “ecosystem” in assessment and feedback on Literature teaching and learning at high school, and at the same time, identify appropriate implementation methods. Using the technique of theoretical analysis combined with pedagogical experimentation on 182 high school students at Einstein High School, the study proposes three ways of co-creation: (1) Co-creation through linking the program with competency-based assessment and feedback activities; (2) Co-creation through student “empowering” in assessment and feedback activities. The research results serve as a reference for improving Literature teaching and learning, ultimately developing teachers' professional competency and students' capacity and qualities.

Vận dụng phương pháp dạy học khám phá trong dạy học một số yếu tố xác suất (Toán 5)

Nguyễn Thị Thanh Tuyên — Tue, 16 Dec 2025 00:00:00 +0000

In the context of competency-based educational reform, the discovery learning approach has been recognized as an effective method in primary mathematics education. This study aims to identify and propose a process for organizing discovery learning on the topic ”Some Elements of Probability” in Grade 5 Mathematics, thereby clarifying how this approach can be implemented in teaching practice. The findings of the study systematize the theoretical foundations of discovery learning and highlight its key features and roles in fostering students’ thinking competence and active learning attitude. In particular, the paper proposes a teaching process that aligns with the probability content, enabling students to learn more independently, engagingly, and effectively. Overall, the study provides empirical evidence supporting the feasibility of applying discovery learning in primary mathematics education and introduces a new pedagogical perspective for designing learning activities aligned with competencyoriented teaching, in accordance with the 2018 General Education Curriculum of Vietnam.

Ảnh hưởng của niềm tin toán học lên chiến lược giải toán nội dung “Tích vô hướng của hai vectơ” (Toán 10) đối với học sinh trung học phổ thông

Phạm Thành Đạt, Nguyễn Bích Hằng, Nguyễn Thị Nga — Tue, 16 Dec 2025 00:00:00 +0000

Students’ beliefs about the nature of mathematical knowledge have been increasingly recognized as a key factor influencing learning processes and problem-solving behaviors. In the context of educational reform in Vietnam, which emphasizes the development of competencies and qualities, examining the relationship between mathematical beliefs and learning strategies is particularly meaningful, especially for topics that bridge algebra and geometry. Grounded in the Theory of Didactical Situations, this study investigated 35 high school students and found that mathematical beliefs significantly shape problem-solving strategies: rigid beliefs foster procedural approaches and withdrawal when facing conflicts, whereas flexible beliefs promote knowledge construction and strategic adaptation. These findings suggest directions for designing learning situations that nurture positive mathematical beliefs, thereby enhancing the effectiveness of mathematics teaching and learning.

Cấu trúc đề thi tuyển sinh vào lớp 10 công lập môn Ngữ văn của các tỉnh, thành trong năm học 2024–2025: thực trạng và đề xuất

Tue, 16 Dec 2025 00:00:00 +0000

In the 2024–2025 academic year, Grade 9 students in Vietnam took the Grade 10 entrance examination for the first time based on the 2018 General Education Literature Curriculum. With the competency-based assessment orientation and the decentralized organization of exams by local authorities, this study analyzes the structure of local Grade 10 entrance exams across provinces and collects feedback from lower secondary school teachers. The findings reveal inconsistencies in exam formats, limited integration of content areas, and the inclusion of multiple-choice questions in some localities. Accordingly, the study recommends standardizing exam structures, enhancing integrative design, and eliminating multiple-choice formats to better align with assessment objectives. These recommendations are increasingly urgent in the context of administrative mergers, which require a more equitable and coherent approach to high-stake examinations nationwide.

Sức khoẻ cảm xúc – xã hội của học sinh trung học cơ sở: thực trạng tại Thành phố Hồ Chí Minh

Nguyễn Thị Diễm, Đỗ Tất Thiên — Tue, 16 Dec 2025 00:00:00 +0000

In the context of lower secondary school students increasingly facing psychological pressures from both academic demands and social life, research on social-emotional health (SEH) has become an urgent requirement to promote comprehensive mental well-being in this age group. The present study was conducted with the aim of examining the current state of SEH among lower secondary school students in Ho Chi Minh City. The survey method was employed, involving 355 students who completed the SocialEmotional Health Survey-Secondary (SEHS-S, 2015). Data were analyzed using SPSS 26.0. The results revealed an average SEH score of 3.01 (moderate level), with more than 85% of students reporting SEH at either moderate or low levels. Comparative analysis indicated that SEH did not significantly differ by gender, birth order, or family economic status, but did vary by grade level. Moreover, the components of SEH were found to be positively and strongly correlated with one another. These findings provide empirical evidence to propose interventions for enhancing SEH, thereby contributing to the creation of a positive school environment and supporting the holistic development of lower secondary school students.

Nghiên cứu hiệu quả của biện pháp phát triển năng lực dạy học chứng minh cho sinh viên sư phạm Toán ở Trường Sư phạm – Đại học Cần Thơ

Dương Hữu Tòng, Đào Thái Nguyên — Tue, 16 Dec 2025 00:00:00 +0000

In the high school Mathematics program, teaching proof not only plays the role of a core knowledge content but also an important means to train logical thinking, develop the ability to argue rigorously, and improve students’ problem-solving competency. This raises an urgent need to develop measures to enhance the competence of teaching proof for pre-service mathematics teachers during their training process, so that they can better meet the professional requirements upon graduation. The research was conducted using a pre-experimental design with a group of 27 pre-service mathematics teachers from the School of Education at Can Tho University. This group was then subjected to intervention measures to develop teaching proof competency. Data analysis was performed using JASP software, version 0.19.3.0, on a Windows operating system, utilizing statistical tests, such as the paired sample t-test and the Wilcoxon non-parametric test. The results showed a significant improvement in their teaching competence after the intervention, confirming the feasibility and effectiveness of the proposed measures.

Khám phá trải nghiệm học tập với trò chơi học tập trong giảng dạy học phần chuyên ngành Quản trị kinh doanh: nghiên cứu tại Trường Đại học Nguyễn Tất Thành

Cần Hoàng Nguyên Khánh, Trần Hoàng Cẩm Tú, Trần Thanh Tuyền — Tue, 16 Dec 2025 00:00:00 +0000

The application of learning games in university Business Administration courses requires special considerations due to the diverse and complex nature of business knowledge. The study aims to deeply explore the experience of applying gamification in teaching the subject of Business Administration in the context of Vietnamese higher education. Using a qualitative research method with a multi-data source design, the researcher conducted in-depth interviews with lecturers, semi-structured interviews with 7 students, and analyzed feedback from 110 students at Nguyen Tat Thanh University. The results showed that lecturers' primary motivation stems from progressive educational philosophies, aiming to transform from “teacher on the stage” to “accompanying facilitator”. Gamification creates a complex emotional flow in students from “surprise to satisfaction”, significantly improving academic motivation from 4-5/10 to 8/10, enhancing concentration and critical thinking through “station running” activities. Design factors creating positive impacts include “station running” method, group debate activities, and “win-win” philosophy, while main barriers include initial anxiety due to hierarchical culture and expectations for deeper specialized knowledge. The study contributes to the theory of learning games by revealing the specific sociocultural impact mechanism in the context of Vietnam, especially the transition from the traditional hierarchical education model to the modern cooperative model.

Bộ tiêu chí/bảng hỏi đánh giá lớp học phần tại Trường Đại học Ngoại thương: nghiên cứu so sánh về độ tin cậy và tính giá trị

Dương Thị Thanh Thuỷ — Tue, 16 Dec 2025 00:00:00 +0000

To collect learners’ evaluation of various aspects of a course , higher education institutions often build a set of criteria/checklist using a multi-level Likert scale. This study was conducted to compare the reliability and validity of two sets of criteria/checklist for course evaluation in a public university in Vietnam. One set is currently used by its Centre of Testing and Quality Assurance for all courses of various subjects and the other is exclusively designed for a foreign language course for specific purposes (ESP2) at Foreign Trade University. The primary data was collected via a paper-based questionnaire using a 5-level Likert scale. The study showed that many lowquality variables had been dismissed from both sets of criteria/checklist and the set exclusively designed for ESP2 prevailed both in terms of reliability and validity. The study concludes with a set of criteria/questionnaire officially recommended for the evaluation of ESP2 courses meeting two basic standards of reliability and validity. It also makes some methodological implications for scientifically and objectively evaluating a set of criteria/checklist with quantitative tools. The paper not only provides an empirical basis for selecting a suitable set of assessment criteria for courses but also contributes methodologically to research and practice in ensuring the quality of higher education.