Tạp chí Giáo dục

Yếu tố ảnh hưởng đến quá trình giáo dục kĩ năng chơi biểu tượng cho trẻ rối loạn phổ tự kỉ 3-4 tuổi trong trường mầm non hòa nhập tại Thành phố Hồ Chí Minh

Nguyễn Thị Tấn, Đỗ Thị Thảo, Nguyễn Thị Hoàng Yến — Sat, 15 Aug 2026 00:00:00 +0700

Teaching symbolic play skills to children with autism spectrum disorder (ASD) aged 3–4 in inclusive preschool settings holds significant theoretical and practical importance. This study analyzed factors associated with the education of symbolic play skills for 3- to 4-year-old children with autism spectrum disorder in inclusive preschools. A total of 625 participants (568 teachers and 57 parents) from 48 inclusive preschool institutions in Ho Chi Minh City were surveyed using questionnaires and in-depth interviews; data were analyzed with descriptive statistics, Welch’s t-test, and multiple linear regression. The factors were rated from “Moderate influence” to “High influence,” with teacher support during symbolic play, family-school collaboration, and policies supporting inclusive education receiving the highest ratings. Teachers rated all factors higher than parents (p < .001). Both facilitating and challenging conditions were significantly associated with overall ratings, with challenges showing a slightly stronger association. The findings underscore the need for coordinated support among teachers, families, schools, policy, and the broader social environment.

Phát triển kĩ năng hợp tác trong hoạt động nhóm của trẻ rối loạn phổ tự kỉ 5-6 tuổi qua can thiệp trung gian bạn đồng đẳng: Nghiên cứu can thiệp đơn trường hợp

Đinh Nguyễn Trang Thu, Đồng Nguyệt Minh, Trần Thị Nhung — Sat, 15 Aug 2026 00:00:00 +0700

Children with autism spectrum disorder often experience difficulties in social interaction and coordinating with others during group activities. This exploratory study aimed to describe changes in cooperative behaviors exhibited by a child with autism spectrum disorder during a peer-mediated intervention. A single-case A-B design with repeated measures was employed with a 5-year-8-month-old boy with autism spectrum disorder and a 7-year-old peer at a special education center. Data were collected across structured group activities and analyzed using descriptive statistics, visual analysis, and non-overlap of all pairs. The results showed increased cooperative behaviors during the intervention phase across all three activity types. Improvements were observed across all components of cooperation; cooperative communication and participation in group activities showed more pronounced changes, whereas orientation toward a shared goal remained the least evident component. These preliminary findings indicate positive changes in cooperative behaviors during the peer-mediated intervention and provide initial empirical evidence for further research on supporting cooperative skills in children with autism spectrum disorder.

Hoạt động hỗ trợ giáo dục hòa nhập của trung tâm hỗ trợ phát triển giáo dục hòa nhập: Góc nhìn từ cán bộ quản lí và giáo viên

Sat, 15 Aug 2026 00:00:00 +0700

Inclusive education (IE) has been introduced into Vietnam since the 1990s, in line with the process of joining the world and updating international trends. To date, the majority of children with disabilities of school age have access to inclusive schools in their local areas. Resource centers, as stipulated in article 31 of the 2010 Law on Persons with Disabilities and specified regarding operational regulations in Circular 20/2022/TT-BGDĐT, were been expected for building capacity on IE for teachers and for providing direct consultation and support to inclusive schools. This study aims to reflect the current status of inclusive education support activities provided by these centers, from the perspectives of school manager and IE teachers. 2 questionnaires were developed and used in gathering data. A study conducted in 9 inclusive preschool, primary, and lower secondary schools in 3 provinces and cities across 3 regions, using direct questionnaires from a sample of 113 school managers and IE classroom teachers, revealed the following: 1) In these 9 schools, there are 84 students with disabilities in inclusive education, accounting for 1.33% of the total student population; 2) Approximately 40% of school managers and IE teachers in these schools have received supports from the source center in the past 3 school years, with a common frequency of once per school year; 3) 14% of respondents rated the supporting activities as very effective, while 5% rated it as ineffective; 4) The managers and teachers perceived many difficulties in implementing IE and desired further support. Research indicates a need for guidelines and documentation on the management process of inclusive education support activities by resource center. At the same time, it is necessary to strengthen the mobilization of other resources to support inclusive education.

Kết hợp Phân loại quốc tế về chức năng, khuyết tật và sức khỏe (ICF) và thiết kế học tập toàn diện (UDL) trong tổ chức hoạt động giáo dục âm nhạc hỗ trợ chức năng điều hành cho trẻ ADHD 5-6 tuổi ở lớp mẫu giáo hòa nhập

Nguyễn Thị Nguyệt, Trần Thị Minh Thành — Sat, 15 Aug 2026 00:00:00 +0700

Children with Attention Deficit Hyperactivity Disorder (ADHD) often face challenges with executive functions, which affect their ability to perform activities and participate in inclusive kindergarten classrooms. Music education activities - characterized by rhythm, movement, and interaction - offer opportunities for children to practice inhibitory control, working memory, and cognitive flexibility. This study employs a directed narrative review combined with a conceptual synthesis to analyze the theoretical basis and existing evidence, while proposing an approach that integrates the International Classification of Functioning, Disability and Health (ICF) and Universal Design for Learning (UDL) into music education activities for children with ADHD aged 5-6. The findings indicate that music activities have the potential to support the practice of certain executive functions, although direct evidence regarding preschool-aged children with ADHD remains limited. Based on these findings, a five-step process for organizing music education activities using the ICF-UDL framework is proposed, ranging from developing functional and participation profiles to monitoring, adjusting, and evaluating skill application across various contexts. The study provides a theoretical foundation for integrating functional assessment with the design of music education activities in inclusive classrooms.

Mô hình đồng hành liên ngành trong giáo dục đặc biệt ở kỉ nguyên số: Vai trò của trí tuệ nhân tạo trong một cách tiếp cận khẳng định đa dạng thần kinh

Đỗ Thị Nhị, Nguyễn Thị Hoa — Sat, 15 Aug 2026 00:00:00 +0700

This study develops a conceptual model for interdisciplinary accompaniment in special education in the digital era and clarifies the appropriate role of artificial intelligence (AI) within that model. An integrative review and concept analysis were conducted across literature on AI in education, disability, neurodiversity, interdisciplinary collaboration, co-regulation, and child data ethics. The synthesis identifies a five-component cycle: jointly defining learner priorities; collecting minimal, contextualized functional data; using AI to organize data and generate reviewable suggestions; interdisciplinary interpretation and decision-making; and implementation, feedback, and adjustment. AI is positioned as a support for pattern detection and workload reduction rather than an autonomous diagnostic or decision-making authority. The model is governed by learner participation, human oversight, data minimization, explainability, fairness, and accountability. The paper also distinguishes evidence-supported claims from conceptual propositions and outlines conditions for small-scale empirical testing in Vietnam. The model offers a framework for future research; it does not establish effectiveness.

Rèn luyện ghi nhớ cho trẻ khuyết tật trí tuệ 5-6 tuổi trong sinh hoạt gia đình: Thực trạng hỗ trợ và khung phối hợp theo mục tiêu hằng tuần

Nguyễn Thị Thanh Huệ, Nguyễn Thị Khuyên, Thân Thị Loan, Đoàn Thị Thanh Thuỷ — Sat, 15 Aug 2026 00:00:00 +0700

Memory training in family routines is relevant to the ability of children with intellectual disabilities to perform everyday activities. This study examines current family support for memory training among 5-6-year-old children with intellectual disabilities and proposes a weekly goal-based partnership process between teachers and families. A cross-sectional descriptive survey was conducted with 40 parents/caregivers of children attending three specialized education settings in Quang Ninh Province, Vietnam. The survey focused on the level of assistance children required to perform memory-related tasks, family support practices, caregiver difficulties, and needs for teacher-family partnership. Children were reported to require less assistance for tasks involving pictures, real objects, or familiar materials, whereas tasks involving object functions, classification, and simple associations required more assistance. Although families frequently supported their children, they reported difficulties in selecting appropriate games, gradually fading assistance, and organizing home activities based on teacher guidance. Based on the survey findings, a five-step weekly partnership process is proposed to provide a more concrete approach for teachers and families to jointly support memory training through children’s everyday routines.

Hành vi trong bữa ăn và tần suất tiếp cận hỗ trợ giáo dục về ăn uống ở trẻ rối loạn phổ tự kỉ tại một số trung tâm can thiệp ở Hà Nội

Sat, 15 Aug 2026 00:00:00 +0700

Children with autism spectrum disorder (ASD) commonly experience mealtime behavioral difficulties, which may adversely affect their nutrition, health, and daily functioning; however, educational support for feeding and eating in intervention settings has not been systematically investigated. This study aimed to describe mealtime behaviors, examine the frequency of access to educational support for feeding and eating, and explore selected associated factors among children with ASD attending intervention centers in Hanoi, Vietnam. A cross-sectional descriptive study was conducted with 164 children aged 2–12 years across nine intervention centers. Mealtime behaviors were assessed using the Brief Autism Mealtime Behavior Inventory (BAMBI), completed by parents or primary caregivers, while the frequency of access to educational support for feeding and eating was reported by the teachers directly involved in the children’s intervention. The mean total BAMBI score was 39.41 ± 4.98. Behaviors occurring frequently or at almost every meal included a preference for crunchy or hard foods (67.7%), a preference for sweet foods only (67.1%), a preference for foods prepared in a particular manner (44.5%), and a preference for eating the same foods at each meal (42.1%). During the month preceding the survey, 53.7% of the children were reported to have received no educational support for feeding and eating, 37.8% received such support rarely, and only 8.5% received it occasionally or more frequently. The proportion of children reported to have received support was significantly higher among those attending full-day programs combined with individual intervention and among those participating in multiple forms of intervention than among their respective comparison groups (p < 0.001). The findings indicate that certain selective eating behaviors are common among children with ASD, whereas access to educational support for feeding and eating remains limited and varies according to the type of intervention received. These findings highlight the need for enhanced screening of mealtime behaviors and consideration of integrating appropriate feeding and eating goals into individualized education plans for children with ASD in intervention centers.

Đề xuất khung cấu trúc và định hướng đánh giá kĩ năng tự điều chỉnh cảm xúc của thiếu niên rối loạn phổ tự kỉ tại cơ sở giáo dục chuyên biệt

Kiều Thị Lan Phương, Nguyễn Quang Uẩn, Đỗ Thị Loan, Đỗ Thị Thường, Đỗ Thị Thảo — Sat, 15 Aug 2026 00:00:00 +0700

Autistic adolescents aged 15-18 may show outbursts, avoidance, prolonged shutdown, self-injury, or reliance on adults when facing emotional demands. The cessation of overt behaviour alone does not show whether self-regulation has occurred. This study used a structured narrative review to develop an educational framework for assessing emotion self-regulation in special education settings. The study proposes a framework of six components and 30 observable indicators: awareness of bodily states and triggers; recognising, differentiating and expressing emotions; setting an immediate goal and pausing safely; selecting and carrying out a strategy; seeking and using co-regulation; and recovery, self-review and generalisation. Each indicator is rated on five mastery levels (M0-M4), with a separate code K for situations that have not yet been observed. The framework was built in four steps: coding 23 sources along four axes, merging near-synonymous units, mapping the resulting functions onto the extended process model of Gross (2015), and screening against five pedagogical requirements. The paper stops at the proposal stage; content appraisal and psychometric testing have not been carried out. The framework separates what the adolescent does from what the adult provides, which prevents quiet behaviour from being read as evidence of self-regulation. Unlike the Emotion Dysregulation Inventory (Mazefsky et al., 2018), it does not measure severity of dysregulation but describes skills by level of support, so it suits needs assessment and individualised planning rather than screening. Its main limitation is the absence of data on inter-rater reliability and sensitivity to change; a single total score should therefore not be computed yet.

Thực trạng giáo dục hướng nghiệp cho học sinh rối loạn phổ tự kỉ thông qua hoạt động trải nghiệm tại cơ sở giáo dục chuyên biệt

Cao Thị Quyên, Nguyễn Minh Phượng — Sat, 15 Aug 2026 00:00:00 +0700

This study employed a mixed-methods approach, combining a five-point Likert-scale questionnaire, in-depth interviews, and classroom observations to examine the current status of career education for students with Autism Spectrum Disorder (ASD) through experiential learning in special education schools. The participants included 44 school teachers from 15 special education schools in Hanoi and Hai Phong, Vietnam. The findings revealed that career education for students with ASD is implemented through a variety of instructional methods and organizational forms. Among these, visual instruction, modeling, and hands-on experiential learning were perceived as the most effective approaches. However, the study also reflects teachers’ perceptions regarding the importance, content, teaching methods, organizational forms, and factors influencing career education through experiential activities. In addition, it identifies several challenges in implementation, including students’ characteristics, limited opportunities for authentic vocational experiences, and insufficient collaboration among schools, families, and the community. The findings contribute to clarifying the current status of career education through experiential activities for students with ASD in specialized educational settings and provide empirical evidence for future research in this field.

Thực trạng phát triển vốn từ theo chủ đề cho trẻ rối loạn phổ tự kỉ 4-5 tuổi dựa trên hỗ trợ trực quan tại trung tâm can thiệp

Lương Thu Hoài, Phạm Thị Bền — Sat, 15 Aug 2026 00:00:00 +0700

Theme-based vocabulary development is important for the communication abilities of 4–5-year-old children with autism spectrum disorder, and visual supports are commonly used in intervention activities. This study investigated teachers’ perceptions and practices regarding theme-based vocabulary development using visual supports for 4–5-year-old children with autism spectrum disorder at intervention centers. A questionnaire survey was conducted with 40 teachers working with children with autism spectrum disorder at five intervention centers in Hanoi, and the data were analyzed using descriptive statistics. The findings showed that teachers perceived children with autism spectrum disorder aged 4–5 years as experiencing considerable vocabulary difficulties, particularly in understanding word meanings, using words in communication, and remembering new words. Teachers prioritized familiar everyday themes and focused mainly on nouns, verbs, and adjectives. Pictures, real objects, and flashcards were the most frequently used visual supports. Individualizing support, organizing learning from simple to complex, and combining visual supports with verbal instruction and actions were commonly reported practices. Children’s characteristics, teachers’ professional qualifications, and teaching experience were perceived as important factors affecting theme-based vocabulary development. The findings provide practical information on teachers’ perceptions and practices at intervention centers, suggesting the need for professional development and more diverse visual-support materials. Further studies should employ larger samples, incorporate direct assessments of children, and examine the effectiveness of intervention measures.

Biện pháp hỗ trợ kĩ năng viết văn bản theo yêu cầu môn Tiếng Việt lớp 2 cho học sinh khuyết tật trí tuệ: Nghiên cứu ba trường hợp

Phạm Thị Ngân, Nguyễn Thị Cẩm Hường, Nguyễn Xuân Hải — Sat, 15 Aug 2026 00:00:00 +0700

Developing text-writing skills is an important educational goal for students with intellectual disabilities and requires support tailored to individual needs. Accordingly, this study describes changes in text-writing skills and levels of independent performance among three students in Grades 2, 3, and 4 who completed writing tasks aligned with the Grade 2 Vietnamese Language curriculum. A descriptive three-case design without a comparison group was employed. Over 22 weeks, each student received individualized support comprising 10 measures across five groups, coordinated and adjusted to the student’s needs. Data were collected through a baseline assessment and six periodic assessments. Results showed increases in scores across all four stages of the writing process for all three students, although the magnitude of change varied across cases; writing practice had the lowest final score for all three students. At the final assessment, Student 2 reached the “no support needed” level across all four stages; Student 1 reached this level in three stages and the “little support needed” level in writing practice; Student 3 reached the “no support needed” level in task analysis and the “little support needed” level in the other three stages. These findings provide a basis for organizing writing support across the entire writing process, with the content, level of prompting, and pace of support fading adjusted to each student’s performance.

Hành vi hợp tác của học sinh rối loạn phổ tự kỉ trong hoạt động hướng nghiệp: Thực trạng và đề xuất biện pháp giáo dục

Nguyễn Thị Quỳnh Hoa, Phan Thanh Long, Trần Thị Minh Thành — Sat, 15 Aug 2026 00:00:00 +0700

Collaborative behaviors play an important role in the ability of students with autism spectrum disorder (ASD) to participate in group activities, adapt socially, and perform vocational tasks. However, students with ASD often experience difficulties in social communication, joint attention, sharing, turn-taking, task coordination, and behavioral regulation during group activities (American Psychiatric Association, 2013). This study aimed to identify the characteristics of collaborative behaviors among students with ASD in vocational activities and propose appropriate educational measures. A cross-sectional descriptive research design was conducted with 120 students with ASD from three specialized educational institutions using a self-developed CBC-V scale consisting of 32 indicators across four components of collaborative behaviors. The mean score of students’ collaborative behaviors was 65.03 out of 128; 80.84% of students were classified into the groups of “very limited” and “basic level requiring frequent support.” The main difficulties were identified in initiating interactions, coordinating tasks, supporting peers, and regulating social behaviors. The study proposed four educational measures, including: (1) Structuring the vocational workshop space visually; (2) Developing group task analysis procedures; (3) Developing joint attention through dynamic interaction scenarios and modeling; and (4) Building purposeful simulated situations. These measures may serve as a foundation for developing educational plans and organizing vocational activities that are appropriate to the characteristics of students with ASD.

Chẩn đoán phân biệt và tình trạng đồng diễn ở trẻ có rối loạn phổ tự kỉ: Tổng quan tích hợp và minh họa trường hợp

Thành Ngọc Minh, Đỗ Minh Thúy Liên, Lê Anh Đức — Sat, 15 Aug 2026 00:00:00 +0700

Autism spectrum disorder is clinically heterogeneous, while many observable features overlap with other neurodevelopmental, psychiatric and medical conditions. This overlap can delay accurate diagnosis and fragment educational and clinical support. This article synthesises evidence on differential diagnosis, on the identification of co-occurring conditions, and on coordinated assessment and intervention for children with autism. An integrative review was conducted on PubMed/Medline and Google Scholar up to July 2026, combined with DSM-5-TR, ICD-11 and the Vietnamese national guideline (Ministry of Health, 2022). Three findings stand out. First, core autistic features must be distinguished from ADHD, anxiety, language disorder and physical health problems, since pooled prevalence reaches 28% for ADHD, 20% for anxiety disorders and 11% for depressive disorders. Second, no single instrument establishes a diagnosis; information from the family, the school and health professionals must be combined. Third, newly emerging or rapidly escalating behaviour requires a review of communication and health before behavioural control is intensified. Educational decisions should be based on the child’s functional profile, participation, strengths, health needs and environmental barriers. One clinical case is used to illustrate interdisciplinary decision-making; it does not evaluate intervention effectiveness and no result is generalised from it.

Đề xuất quy trình sử dụng biểu tượng xúc giác phát triển kĩ năng giao tiếp cho trẻ khiếm thị kèm rối loạn phổ tự kỉ

Nguyễn Thị Thắm — Sat, 15 Aug 2026 00:00:00 +0700

Visually impaired children with Autism Spectrum Disorder (ASD) face significant barriers to communication and social interaction due to the combined impact of these two disabilities. This article examines the process of using tactile symbols-an suitable communication tool for this group of children, whose primary channels for receiving information are auditory and tactile. Through an analysis of relevant theories and a synthesis of both international and domestic research, the author proposes a four-step process for using tactile symbols to develop communication skills in visually impaired children with ASD: (1) selecting appropriate symbols; (2) designing the symbols; (3) teaching the children to understand the symbols’ meanings; and (4) practicing in real-life situations. The findings serve as a valuable resource for teachers and parents, helping them support the development of communication skills in visually impaired children with ASD, thereby enhancing the children’s quality of life and ability to integrate into society.

Mô hình toàn diện về năng lực đọc viết ban đầu (CELM): Gợi ý vận dụng trong giáo dục kĩ năng tiền đọc cho trẻ rối loạn phổ tự kỉ tại Việt Nam

Nguyễn Thu Phương, Đỗ Thị Thảo, Phạm Thị Bền — Sat, 15 Aug 2026 00:00:00 +0700

Pre-reading skills play an important role in preparing children for formal reading and writing instruction, particularly children with autism spectrum disorder (ASD). This study employed document analysis and synthesis methods to examine Rohde’s (2015) Comprehensive Emergent Literacy Model (CELM) and to develop a framework of pre-reading educational content appropriate to the Vietnamese educational context. Based on the CELM, the study selects and operationalizes four components directly related to pre-reading skills—oral language, print awareness, phonological awareness, and emergent writing—and proposes a framework of pre-reading educational content for children with ASD aged 5-6 years, adapted to the characteristics of Vietnamese, the Vietnamese Preschool Education Curriculum, and the Developmental Standards for Five-Year-Old Children. The study translates the CELM into a framework of pre-reading educational content suitable for the Vietnamese educational context, providing a foundation for future empirical research and the development of educational programmes for children with ASD.

Nguyên tắc và quy trình tổ chức giáo dục kĩ năng tự điều chỉnh cảm xúc cho vị thành niên (15-18 tuổi) rối loạn phổ tự kỉ tại cơ sở giáo dục chuyên biệt

Sat, 15 Aug 2026 00:00:00 +0700

Special education settings in Vietnam already teach social and independent-living skills to autistic students, but no Vietnamese document states which principles and which steps should govern the teaching of emotion self-regulation. Teachers therefore improvise when students aged 15-18 lose emotional control. This study proposes a set of organising principles and a process for this age group. A structured narrative review of 22 sources produced six principles and a six-step process. The principles are derived from four emotional characteristics repeatedly reported in autistic adolescents: strong and prolonged emotional reactions, limited use of cognitive reappraisal, difficulty reading bodily cues, and weak transfer of learned skills. Each principle states its basis, the concrete actions required, and the observable signs that it has been breached. Each step of the process names the emotion-regulation task it carries, together with its purpose, the unit responsible, its output, and the condition for moving on. A 12-week module and a monitoring matrix illustrate steps 4 to 6. Unlike programmes aimed at an individual learner or a parent group, this framework operates at the level of the setting. It is a theoretical proposal without empirical testing; expert appraisal and small-scale trials in Vietnamese special education settings are needed before wider use.

Sử dụng hướng dẫn chiến lược nhận thức (CSI) hỗ trợ học sinh có khó khăn về học Toán trong môn Toán lớp 2

Vũ Kim Chi, Nguyễn Thị Cẩm Hường, Đinh Nguyễn Trang Thu — Sat, 15 Aug 2026 00:00:00 +0700

In inclusive education, Cognitive Strategy Instruction (CSI) is an evidence-based intervention method that has proven highly effective at the secondary level. However, primary students with mathematics difficulties frequently face major barriers in acquiring and applying abstract mathematical concepts. Unlike prior research that relied predominantly on direct teacher-led interventions, this study proposes a pedagogical intervention centered on Cognitive Strategy Instruction (CSI), operationalized through a visually engaging and structured “Grade 2 Math Self-Study Handbook”. The study employed a pedagogical experiment integrated with a situational survey involving three Grade 2 students exhibiting mathematics difficulties, 20 teachers, three parents, and structured classroom observations. The results showed that students’ mean mathematics assessment scores increased from 3.17 at pre-test to 6.33 at post-test following the implementation of the CSI approach. In addition, more than 90% of teachers reported that they would be willing to implement the CSI approach if adequate instructional materials and implementation guidance were available. These results affirm the effectiveness of Cognitive Strategy Instruction (CSI) and the “Self-Study Handbook” in supporting students with mathematics difficulties, thereby contributing to the promotion of differentiated instruction and inclusive education. Based on these findings, it is recommended to expand this model to other grade levels and develop corresponding digital learning tools.

Can thiệp liên ngành cho trẻ rối loạn phổ tự kỉ: Tổng quan tích hợp về sự phối hợp giữa phục hồi chức năng và giáo dục đặc biệt

Nguyễn Hữu Chút, Nguyễn Thị Anh Thư — Sat, 15 Aug 2026 00:00:00 +0700

Children with autism spectrum disorder often require concurrent support in communication, sensory-motor functioning, adaptive behavior, learning, and participation. This study employed an integrative literature review to examine coordination among occupational therapy, speech-language therapy, physical therapy, and special education. English- and Vietnamese-language literature was identified through targeted searches and synthesized across three levels: the child, family, and service system. The value of interdisciplinary intervention lies in integrating assessment, functional goals, shared data, and professional responsibilities. Rehabilitation and special education have distinct but complementary roles in supporting functioning and enabling children to use, maintain, and generalize their abilities in learning and daily life. The literature indicates benefits in coordination, access, continuity of services, and family involvement, although direct evidence on children’s developmental and functional outcomes remains limited. In Vietnam, greater emphasis is needed on case coordination, shared functional goals, clearly defined professional responsibilities, and data sharing among rehabilitation services, schools, and families.

Thực trạng ứng dụng phần mềm quản lí giáo dục trong quản lí chuyên môn tại các cơ sở can thiệp trẻ rối loạn phổ tự kỉ ở Thành phố Hồ Chí Minh

Lê Thị Loan, Nguyễn Thị Thanh Tiền, Nguyễn Thị Hằng — Sat, 15 Aug 2026 00:00:00 +0700

In the context of digital transformation in education, the use of educational management software in facilities providing intervention for children with autism spectrum disorder (ASD) plays a crucial role in digitizing records, managing Individualized Education Programs (IEPs), and tracking intervention progress. This study surveyed 96 teachers and administrators across 30 ASD intervention facilities in Ho Chi Minh City, supplemented by in-depth interviews with 10 participants, using the Technology Acceptance Model as a theoretical framework. The results indicate that perceptions of software features (mean score: 3.24) and the actual level of application (mean score: 2.81) were both at a moderate level. Conversely, the perceived importance and necessity of digitization, as well as expectations regarding its effectiveness, were rated highly. Operational barriers were also reported at a high level, primarily concerning information security, system errors, unstable Internet connectivity, and software features that did not align with the specific requirements of personalized intervention. These findings highlight a gap between the needs and expectations regarding digitization and the actual implementation of the software. Therefore, it is essential to develop software better suited to the specific needs of ASD interventions while simultaneously enhancing digital skills training, providing financial support, and ensuring data security.

Tổng quan nghiên cứu về năng lực sư phạm hòa nhập của giáo viên mầm non và khuyến nghị khung năng lực phát triển nghề nghiệp giáo viên mầm non tại Việt Nam

Trần Thị Minh Huế — Sat, 15 Aug 2026 00:00:00 +0700

Preschool teachers’ inclusive pedagogy competency is a key determinant of the quality of inclusive education at the preschool level. Using an integrative review, this paper synthesises 29 publications issued between 2015 and 2026 to answer two questions: which components make up preschool teachers’ inclusive pedagogy competency, and through which pathways is that competency developed? The synthesis yields an integrated structure of five components: knowledge of developmental diversity; responsive instructional adaptation and design; collaboration; reflective practice; and attitudes, beliefs and psychological readiness, in which reflective practice serves as the link connecting the other four. The evidence shows that the number of training hours does not determine competency; what is decisive is the quality of pre-service education, its articulation with continuing professional development, and reflective practice. Domestic data show how low the starting point remains: 72.3% of schools lack teachers with expertise in inclusive education, and 95% of public preschools in Hanoi have no specialist teacher, so the task of educating children with disabilities falls to mainstream preschool teachers. On this basis, the paper proposes a multidimensional competency framework, maps it against the Professional Standard for Preschool Teachers, and draws implications for the sustainable professional development of preschool teachers in Vietnam.

Kĩ năng xã hội của trẻ rối loạn phổ tự kỉ 3-6 tuổi tại Thành phố Huế: Thực trạng và một số yếu tố liên quan

Mai Thị Thanh Thủy, Đỗ Thị Thảo — Sat, 15 Aug 2026 00:00:00 +0700

The study aimed to preliminarily assess the internal consistency of the Vietnamese version of the Matson Evaluation of Social Skills with Youngsters-II (MESSY-II), describe the social skills of children with ASD, and examine teachers’ perceptions of factors related to the social skills of children with ASD in Hue City, Vietnam. A cross-sectional study was conducted with 51 children with ASD aged 3-6 years and 41 teachers who directly taught or provided intervention services to these children. The Vietnamese version of the MESSY-II had a Cronbach’s alpha of 0.962 for the full scale. Based on the MESSY-II cut-off scores, 60.8% of the children were classified as having moderate-to-severe impairment in the appropriate social skills domain and 54.9% in the hostile behavior domain, whereas inappropriate assertiveness/overconfidence was less prominent. No statistically significant differences by age or sex were found across the three MESSY-II domains (p > 0.05). According to teachers’ perceptions, the factors rated as more strongly related to children’s social skills included family support, school support, intervention programs, and ASD severity. The findings provide preliminary evidence of the internal consistency of the Vietnamese version of the MESSY-II and descriptive data on the social skills of the children with ASD surveyed. They also provide useful information for identifying social skill domains that may require attention in educational support for children with ASD.

Hợp tác chuyên môn giữa giáo viên lớp và giáo viên hỗ trợ trong giáo dục hòa nhập trẻ rối loạn phát triển thần kinh: Tổng quan nghiên cứu và khuyến nghị

Nguyễn Thị Kim Liên, Nguyễn Ngọc Hoa, Nguyễn Minh Phượng — Sat, 15 Aug 2026 00:00:00 +0700

Inclusive education for children with neurodevelopmental disorders necessitates enhanced professional collaboration between classroom teachers and support teachers to meet the students’ diverse learning and participation needs. This study employs a literature review method, analyzing scholarly works in English and Vietnamese published between 1996 and 2026 to clarify the roles, requirements, collaborative content, models, facilitating factors, and challenges associated with professional collaboration, while also identifying research gaps within the Vietnamese context. The findings indicate that professional collaboration is grounded in coordination and shared responsibility between the two groups of educators. Six key areas of collaboration were identified: identifying needs and goals; developing educational plans; preparing learning materials and the environment; organizing and supporting activities; monitoring and assessment; and communicating with families and relevant stakeholders. Consequently, there is a need to further develop and validate professional collaboration models tailored to Vietnam’s educational context, thereby contributing to improving the quality of inclusive education for children with neurodevelopmental disorders.

Nghiên cứu thiết kế giáo dục về dạy học nội dung “Số và cấu tạo thập phân của một số” cho học sinh lớp 2 khó khăn về tính toán theo tiến trình CPA dựa trên công nghệ hỗ trợ

Sat, 15 Aug 2026 00:00:00 +0700

The topic “Numbers and the decimal structure of numbers” provides a foundation for Grade 2 students’ understanding of place value. However, students with dyscalculia often experience difficulties in understanding relationships among place-value positions, identifying patterns in number sequences, and recognizing the place value of digits. This study employed educational design research to identify the difficulties Grade 2 students encounter when learning this topic and, on that basis, to propose an instructional scenario following the CPA progression and integrating assistive technology. Data were collected from Grade 2 students in Ho Chi Minh City, their classroom teachers, and two evaluators. The findings showed that the students had difficulties understanding relationships among place-value positions, identifying patterns in number sequences, and recognizing the place value of digits. Based on these findings, an instructional scenario following the CPA progression and integrating educational software was developed. The preliminary findings suggest that the proposed design has an anticipated level of suitability and feasibility, providing a foundation for further refinement and evaluation in subsequent studies.

Thực trạng hướng dẫn cha mẹ thực hiện hoạt động giác quan xã hội nhằm hỗ trợ kĩ năng tương tác xã hội cho trẻ rối loạn phổ tự kỉ 2-3 tuổi

Bùi Thị Diệu Linh, Đinh Nguyễn Trang Thu — Sat, 15 Aug 2026 00:00:00 +0700

Developing social interaction skills in children aged 2-3 with Autism Spectrum Disorder (ASD) requires collaboration between intervention centers and families, with parental guidance serving as a crucial component. This study surveyed 65 administrators and teachers using questionnaires and descriptive statistics to assess the current state of parental guidance regarding social interaction skill development through socio-sensory activities at intervention centers. The results indicate that the guidance methods were perceived as highly important (Mean = 3.76-4.28), with the provision of knowledge, methodological instruction, and monitoring of parental implementation receiving the highest ratings. However, the frequency of implementation ranged only from ”occasionally” to “frequently” (Mean = 1.89-3.80), focusing primarily on in-person training and professional consultation. The effectiveness of these guidance methods was rated quite highly (Mean = 3.51-4.00), particularly regarding the collaboration among specialists, teachers, and parents. Significant influencing factors included cooperation, persistence, the parents’ ability to correctly follow instructions, and the teachers’ experience. Based on these findings, the study proposes diversifying guidance methods, increasing the application of technology, and establishing a mechanism for close collaboration between families and intervention centers to enhance the effectiveness of social interaction skill development for children aged 2-3 with ASD.

Khó khăn và nhu cầu hỗ trợ của cha mẹ trẻ 4–10 tuổi có rối loạn âm lời nói: Nghiên cứu định tính sử dụng phỏng vấn bán cấu trúc

Đinh Thanh Tuyến, Trần Thị Hằng — Sat, 15 Aug 2026 00:00:00 +0700

Speech sound disorders (SSD) may affect children’s communication, emotional well-being, social participation, and learning. However, parents’ experiences and support needs regarding children with speech sound difficulties remain underexplored in Vietnam. This study aimed to explore how parents perceived the impacts of their children’s speech sound difficulties, the challenges they encountered in supporting their children, and their needs for support. A qualitative design using semi-structured interviews was employed with 10 parents of children aged 4-10 years with speech sound difficulties. Data were analyzed using reflexive thematic analysis. The findings showed that parents identified difficulties in their children’s speech production and intelligibility and observed impacts on communication, emotions, and learning. Parents encountered challenges related to limited knowledge and skills, time constraints, inconsistent child engagement, and insufficient support resources. They expressed needs for professional assessment and support, guidance for home practice, appropriate learning materials, and stronger collaboration among families, schools, and professionals. These findings provide evidence from parents’ perspectives and may inform the development of family-centered support appropriate to the Vietnamese context.

Tiếp cận giáo dục trẻ khuyết tật trí tuệ theo ICF-CY: Từ hồ sơ phát triển đến hồ sơ chức năng và định hướng giáo dục hòa nhập

Trần Thị Minh Thành — Sat, 15 Aug 2026 00:00:00 +0700

In special education, developmental or intellectual indices alone are insufficient to guide individualized education for children with intellectual disabilities. This study described the developmental profiles of 33 children with intellectual disabilities aged 3 years 0 months to 6 years 11 months using the Kyoto Scale of Psychological Development (KSPD) and interpreted the findings within the ICF-CY framework. The results showed that the Postural–Motor developmental quotient (DQP–M = 68.73) was significantly higher than the Cognitive–Adaptive (DQC–A = 58.42) and Language–Social developmental quotients (DQL–S = 58.36), indicating that motor development was a relative strength in this group. A functional profile describes what a child can do and how the child participates in real-life contexts, together with the environmental factors that facilitate or hinder their functioning. By integrating the ICF-CY and Universal Design for Learning (UDL) frameworks, the study proposes an approach for translating developmental profiles into functional profiles to identify support needs and develop appropriate inclusive education programs.

Sử dụng hệ thống S-EDU trong xây dựng kế hoạch giáo dục cá nhân cho trẻ khuyết tật

Trần Phúc Quỳnh, Nguyễn Thị Thắm — Sat, 15 Aug 2026 00:00:00 +0700

Developing an Individualized Education Plan (IEP) tailored to the functional level, developmental characteristics, and needs of children with disabilities is a crucial requirement in special education. However, the manual process of creating and monitoring these plans presents significant challenges for teachers and administrators. This study employed a product development research approach; the system underwent a six-month trial at 15 special education centers, involving 30 administrators and 68 teachers. S-Edu digitizes the child-centered IEP development process, utilizing current functional levels and developmental ages across specific domains as the basis for setting goals. It also integrates artificial intelligence to assist in selecting and ranking goals from a professional library, while ensuring teachers retain the authority to review and make final decisions. Preliminary feedback indicates that the system facilitates the creation, monitoring, and adjustment of plans for teachers; enables administrators to centrally store, manage, and track data; and allows parents to monitor their child’s intervention progress. These results suggest the potential of S-Edu as a tool to support the development and management of IEPs in special education settings.

Ứng dụng trí tuệ nhân tạo trong can thiệp sớm cho trẻ rối loạn phổ tự kỉ: Cơ hội và thách thức

Trần Thị Bích Ngọc, Nguyễn Minh Phượng, Nguyễn Hà My — Sat, 15 Aug 2026 00:00:00 +0700

Artificial intelligence (AI) is creating new opportunities to enhance the effectiveness of early intervention for children with autism spectrum disorder (ASD). This review synthesizes existing research on the application of AI in early intervention, with the aim of systematizing its major applications, analyzing its opportunities and challenges, and identifying future research directions in this field. The study employed a literature review combined with content analysis of publications retrieved from international databases. The findings indicate that AI has been applied to early detection and screening, assessment, intervention support, progress monitoring, and the personalization of intervention programs. Although AI has improved early identification, supported decision-making, and expanded access to intervention services, its application continues to face challenges related to data quality, model explainability, data privacy and security, algorithmic bias, and governance frameworks. The findings provide a valuable reference for future research and the practical application of AI in early intervention for children with ASD.

Hệ thống hỗ trợ đa tầng trong giáo dục trẻ có nhu cầu đặc biệt tại cơ sở giáo dục mầm non: Cơ sở lí luận và đề xuất khung vận dụng ở Việt Nam

Trần Thị Thiệp, Hoàng Thị Nho — Sat, 15 Aug 2026 00:00:00 +0700

Inclusive early childhood education requires a coherent support system capable of responding to the diverse developmental and educational needs of young children. However, support for children with special educational needs is often fragmented, diagnosis-dependent, or provided only after difficulties have become persistent. This theoretical study clarifies the foundations of the Multi-Tiered System of Supports in early childhood special education and proposes an implementation framework for Vietnamese preschool settings. An integrative document analysis was conducted on a final corpus of 20 sources, comprising 13 scientific journal articles, four professional documents, and three Vietnamese policy documents. The analysis focused on core components, tier characteristics, assessment and progress monitoring, family engagement, interdisciplinary collaboration, and implementation conditions. The findings indicate that an early childhood multi-tiered system of supports should combine high-quality universal provision, targeted support, individualized intensive support, authentic assessment, progress monitoring, and data-based decision making. The proposed framework emphasizes that tiers represent support intensity rather than categories of children; a child may receive different levels of support across developmental domains and over time. The framework also specifies a six-step operational cycle and context-sensitive adjustments concerning streamlined data, role allocation, and family collaboration. The study provides a theoretical reference for developing inclusive preschool support procedures and for future feasibility research in Vietnam.

Giao thức Global Tales trong thu thập lời kể cá nhân của trẻ em: Tổng quan và định hướng vận dụng cho trẻ nói tiếng Việt

Phạm Thị Bền, Lê Thị Hương Mai, Marleen Westerveld — Sat, 15 Aug 2026 00:00:00 +0700

Global TALES (Talking About Lived Experiences in Stories) is a protocol for collecting personal narratives from children across diverse linguistic and cultural contexts. This study aims to provide an overview of the Global TALES protocol, analyze existing studies that have utilized it, and discuss its applicability to Vietnamese-speaking children. A descriptive review method was employed to collect, synthesize, and analyze 18 articles based on criteria such as country and language, sample characteristics, data collection format, children’s age and language status, and narrative analysis methods and results. Global TALES has been applied in various linguistic and cultural settings with children of diverse ages and language profiles; data collection can be conducted in-person, online, or via a hybrid approach. Narrative samples are analyzed at both micro- and macro-structural levels, focusing on productivity, lexical diversity, syntactic complexity, grammatical accuracy, coherence, and narrative content. The review findings indicate that Global TALES holds potential for application in the research and assessment of personal narratives among Vietnamese-speaking children. Given the current lack of standardized language assessment tools for Vietnamese-speaking children, this review provides a theoretical foundation for applying Global TALES in clinical practice regarding the assessment and intervention of personal narratives in this population.

Phát triển và kiểm định thang đo hành vi hợp tác của học sinh rối loạn phổ tự kỉ trong hoạt động hướng nghiệp

Nguyễn Thị Quỳnh Hoa, Đỗ Thị Thảo, Trần Thị Minh Thành — Sat, 15 Aug 2026 00:00:00 +0700

Collaborative behavior plays a crucial role for students with Autism Spectrum Disorder (ASD) in vocational activities. However, in Vietnam, no specialized instrument currently exists to assess this domain. This study aimed to develop and conduct a preliminary validation of the Collaborative Behavior in Vocational Activities Scale (CBC-V) for students with ASD. Methods: A mixed-methods design was employed, encompassing indicator development, expert validation, pilot testing, and a primary survey administered to 160 students with ASD aged 10–14 years across five specialized educational institutions. Data psychometric properties were evaluated using Cronbach’s Alpha, Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA). From the initial 64 items, the scale was streamlined to 32 items across four dimensions: (1) participation and initiation of collaboration; (2) response to social signals and joint attention; (3) sharing, turn-taking, and task coordination; and (4) support, responsibility, and social regulation. The scale demonstrated high internal consistency (Cronbach’s Alpha = 0.952; subscales ranging from 0.880 to 0.925). EFA confirmed a four-factor structure explaining 62.69% of the total variance (KMO = 0.915). CFA indicated a good model fit with the empirical data (CMIN/DF = 1.691; CFI = 0.901; IFI = 0.902; RMSEA = 0.066). The CBC-V exhibits strong reliability and structural validity, effectively capturing the collaborative behaviors of students with ASD in vocational settings. The scale can be utilized to support diagnostic assessment, inform individualized education plans (IEPs), and monitor student progress.

Nghiên cứu trường diễn về sự phát triển vốn từ biểu đạt của trẻ rối loạn phổ tự kỉ 36–72 tháng tuổi trong bối cảnh can thiệp đa giác quan

Hà Thị Như Quỳnh, Nguyễn Thị Giang — Sat, 15 Aug 2026 00:00:00 +0700

Expressive vocabulary underpins language, symbolic thinking and social participation in early childhood, yet longitudinal Vietnamese data for children with autism spectrum disorder (ASD) remain scarce. This prospective cohort study followed 15 children with ASD from 36 to 72 months of age in a naturalistic multisensory intervention context, without a control or concurrent comparison group. Monthly naturalistic language samples were collected (36 per child; 540 in total). The primary measure was the cumulative number of distinct expressive lexical types observed per child. The combined observed lexicon (the aggregated list of distinct expressive words across all children) comprised 1,766 lexical types; 1,291 (73.1%) were each produced by only one to four children, indicating marked inter-individual variation. Observed vocabulary increased in all 15 children across the three annual intervals. At 72 months, cumulative group means were approximately 603, 382 and 150 types in the mild, moderate and severe groups. Individual trajectories overlapped across severity groups, most clearly in the final interval. Comparisons with historical Vietnamese reference data were descriptive only. The study documents heterogeneous expressive-vocabulary trajectories in a small practice-based cohort and describes a seven-component multisensory intervention framework. Because it lacked a control group, standardised outcome measures and lexical-diversity indices, it cannot establish effectiveness or attribute change to the framework. Controlled studies using updated reference data and standardised lexical measures (e.g., number of different words, type-token ratio) are needed.

Nhu cầu cảm xúc – xã hội của trẻ rối loạn phát triển trong môi trường giáo dục hòa nhập: Thực trạng và định hướng hỗ trợ

Đỗ Thị Thanh Thủy , Lê Minh Nguyệt — Sat, 15 Aug 2026 00:00:00 +0700

Inclusive education must not only ensure access to learning but also address the socio-emotional needs of children with developmental disorders, thereby enhancing their participation and adaptability. This study employed a cross-sectional, mixed-methods design involving 37 children with developmental disorders in inclusive settings to examine two categories of manifestations - oppositional defiant/conduct disorders (referred to as the “aggressive” group) and anxiety/depression (negative emotions) - as well as the relationship between them and the contexts in which teachers observed these behaviors. The results indicate a positive correlation between aggressive behaviors and negative emotions; these behaviors frequently occurred when children faced task demands, sensory overload, unpredictable environments, or difficulties in communication and peer interaction. The findings underscore that addressing socio-emotional needs requires focusing on the interaction between the child’s characteristics and the environment, rather than merely attempting to control behavior. The paper proposes a comprehensive support approach - encompassing socio-emotional skill development, environmental adjustments, positive relationship building, and behavioral support - to meet the socio-emotional needs of children with developmental disorders and enhance their adaptability, interaction, and participation in educational activities. The study primarily explores the general socio-emotional needs of children with developmental disorders to inform support strategies, without focusing on analyzing differences between specific subgroups of children with disabilities.

Giáo dục đa văn hóa cho trẻ 5–6 tuổi: Nghiên cứu thực trạng ở một số trường mầm non tỉnh Bắc Ninh

Bùi Thị Lâm, Hồ Thị Thanh Nga — Sat, 15 Aug 2026 00:00:00 +0700

Multicultural education plays an important role in developing young children’s awareness, attitudes of respect for diversity, and social communication skills. This article explores the current state of preschool teachers’ awareness and implementation of the objectives, content, methods, forms, and measures of multicultural education for children aged 5-6 years through a quantitative survey of 148 preschool teachers and in-depth interviews with 10 teachers in Bac Ninh Province. The results show that preschool teachers have positive perceptions of the importance of the objectives and content of multicultural education and have initially implemented several contents, methods, forms, and measures of multicultural education for children. However, there is a gap between teachers’ perceptions and their actual practices in implementing multicultural education content for children in practice. The study suggests the need to strengthen professional development for preschool teachers, with a particular focus on enhancing their competence to design and implement appropriate activities for multicultural education.

Khung mô hình hỗ trợ liên ngành cho học sinh khuyết tật học hòa nhập tại trung tâm hỗ trợ phát triển giáo dục hòa nhập cấp tỉnh

Lê Thị Thúy Hằng, Nguyễn Xuân Hải — Sat, 15 Aug 2026 00:00:00 +0700

This study investigates the interdisciplinary support framework for inclusive students with disabilities at provincial inclusive education development support centers By integrating Response to Intervention (RTI), Integrated Multi-Tiered Systems of Support (I-MTSS), Universal Design for Learning (UDL), and the Ecological Systems Theory, the research team developed a survey instrument and conducted fieldwork across four provinces, gathering data from 304 in-service teachers directly implementing inclusive classrooms. The empirical findings indicate that teachers currently encounter substantial difficulties in educating students with disabilities. The findings indicate that teachers currently face numerous challenges in implementing inclusive education for students with disabilities. Intersectoral collaboration among the health, education, and psychological sectors in supporting students with disabilities remains fragmented and largely sector-specific, while gaps persist in specialized digital infrastructure for sharing and managing educational data on students with disabilities. To dismantle these systemic barriers, the authors propose a 4-tier interdisciplinary support framework. This model operates upon an adaptive, interconnected digital data axis and a horizontal administrative mechanism led by the Provincial People’s Committee, positioning the provincial center as the core coordinating hub.

Ứng dụng công nghệ hỗ trợ phát triển kĩ năng nghề nghiệp cho thanh thiếu niên rối loạn phổ tự kỉ: Một nghiên cứu tổng quan hệ thống

Đào Thị Thu Thủy — Sat, 15 Aug 2026 00:00:00 +0700

Digital transformation is bringing about fundamental changes in the field of special education, opening up opportunities for learning and equal inclusion for all children. This study aimed to synthesize evidence on the use of assistive technologies for developing vocational skills among adolescents with autism spectrum disorder (ASD) and to examine their potential application in vocational education and transition-to-employment support in Vietnam. A systematic literature review was conducted and reported in accordance with the PRISMA 2020 guidelines. Studies were searched in PubMed and supplemented through Google Scholar and manual reference-list searching. English-language publications from 2015 to August 24, 2026 were considered according to predefined eligibility criteria. Following the identification, screening, and eligibility assessment process, five empirical studies met the inclusion criteria and were included in the synthesis. Data were synthesized using a narrative approach combined with thematic analysis. The findings indicated that the technologies used primarily included simulation/virtual reality, video prompting, and mobile device-based prompting systems. These technologies mainly targeted job interview skills, vocational task acquisition and performance, and increased independence in work-related activities. The included studies reported improvements in some indicators of interview performance and vocational task performance. However, the evidence remains limited due to the small number of studies, small sample sizes in several studies, and heterogeneity in research designs, participant characteristics, and outcome measures. Therefore, assistive technologies show potential for supporting vocational skill development among adolescents with ASD; however, further rigorous and longitudinal research is needed to establish the sustainability and generalizability of these outcomes to real-world employment settings.

Đề xuất khung tháp và ma trận mức độ kĩ năng tương tác xã hội cho trẻ rối loạn phổ tự kỉ giai đoạn giáo dục mầm non theo tiếp cận phát triển

Đoàn Thị Vân, Nguyễn Nữ Tâm An — Sat, 15 Aug 2026 00:00:00 +0700

Social interaction is an important area of development in which preschool-aged children with autism spectrum disorder often experience considerable difficulties, highlighting the need to systematically identify relevant competencies and developmental progressions as a basis for assessment and intervention. This study employed a directed conceptual review combined with theoretical analysis of domestic and international academic literature. Relevant studies examining the development, associations, and interventions targeting social interaction in preschool-aged children with autism spectrum disorder (ASD) from a developmental perspective were identified, coded, and synthesized according to competency domains, age groups, sample characteristics, and key findings. Based on the synthesis, a seven-domain developmental pyramid framework was proposed and organized into three levels: (1) foundational mechanisms; (2) social interaction participation competencies; (3) complex social competencies. Social motivation was positioned at the base of the pyramid, while reciprocal interaction was conceptualized as a cross-cutting requirement throughout all levels. Building on this pyramid framework, the study further proposed a five-level skill matrix encompassing the seven domains. The five levels are intended as an initial descriptive framework rather than as age-based developmental norms or milestones. The proposed pyramid framework and skill matrix represent a theoretical hypothesis that requires further expert consultation and empirical validation before being used as a basis for developing assessment tools or intervention programs targeting social interaction skills in preschool-aged children with ASD.

Hỗ trợ giảm khó khăn về chức năng điều hành của học sinh tăng động giảm chú ý lớp 3 hòa nhập

Nguyễn Thị Hoa — Sat, 15 Aug 2026 00:00:00 +0700

Students with attention deficit hyperactivity disorder often face significant challenges in learning and social participation due to executive function deficits - specifically regarding attention control, working memory, planning, task organization, emotional control, and behavioral self-regulation. These difficulties not only impact academic performance but also hinder adjustment to inclusive classroom environments. This article analyzes the current state of executive function difficulties among third-grade students with attention-deficit/hyperactivity disorder in inclusive settings, using a combination of theoretical research, questionnaire surveys, observation, interviews, and descriptive statistical analysis. It also proposes appropriate educational support strategies to improve these executive function deficits, thereby enhancing the students’ ability to participate in learning and fostering their independence. The findings indicate that, among executive function areas, focusing and shifting attention (Mean = 4.63) and emotional control (Mean = 4.52) are the areas where third-grade students with attention-deficit/hyperactivity disorder in inclusive settings experience the greatest difficulty. The research findings provide a theoretical basis and practical evidence regarding support for executive functions of third-grade students with attention-deficit/hyperactivity disorder in inclusive settings, thereby offering guidance to educational managers and primary school teachers on how to support such students. Experimental research on support strategies aimed at improving executive functions of third-grade students with attention deficit hyperactivity disorder in inclusive classrooms will be conducted in the near future.

Rào cản đối với sự tham gia của trẻ khuyết tật trong giáo dục mầm non hòa nhập: Từ có mặt đến tham gia thực chất

Trần Thị Minh Huế — Sat, 15 Aug 2026 00:00:00 +0700

Inclusive early childhood education in Vietnam has widened access to school for children with disabilities aged 0 to 6, yet coming to class does not mean that a child genuinely takes part, and this gap has lasting consequences. Existing studies mostly classify barriers by the actor who creates them and therefore do not show at which point a barrier takes effect. In Vietnam, there are no data on how far children with disabilities participate at preschool level. This paper answers two questions: which barriers do children with disabilities face, and at which point of the process from attendance to genuine participation in classroom activities does each barrier take effect. Using an integrative review with PRISMA screening, the paper synthesises 26 sources published between 2015 and 2026 and adopts a classification by the point at which barriers take effect rather than by the actor behind them, yielding five sets of barriers: access and attendance; attitudes and beliefs; teaching competence and practice; environment and resources; and system, coordination and family. The findings show that teaching competence and practice most directly determines whether attendance turns into genuine participation. The paper proposes replacing enrolment indicators with participation indicators in inclusive education for preschool children.

Tổng quan nghiên cứu về phát triển kĩ năng giao tiếp cho trẻ khiếm thính ở trường mầm non hòa nhập theo tiếp cận thiết kế phổ quát cho việc học (UDL)

Nguyễn Minh Phượng — Sat, 15 Aug 2026 00:00:00 +0700

In inclusive early childhood education, ensuring opportunities for communication and equal participation for hearing-impaired children is a crucial requirement when organizing the learning environment. This study conducted a systematic review to synthesize and analyze scientific evidence on the development of communication skills among children with hearing loss in inclusive preschool settings through the Universal Design for Learning (UDL) approach. The review followed the PRISMA 2020 guidelines and drew on national and international scientific databases. Data were analyzed using narrative synthesis and content analysis. The findings indicate that communication skills among preschool children with hearing loss comprise multiple components, including the ability to receive information, express information, and use communication appropriately and functionally in interactions. Although advances in hearing technologies and early intervention have contributed to improvements in auditory and spoken language abilities, children may continue to experience difficulties with functional communication and social interaction. The UDL approach, which emphasizes multimodal communication environments and multiple means of representation, engagement, and action and expression, represents a promising direction for supporting the development of communication skills among children with hearing loss in inclusive preschool education.

Bảo đảm khả năng tiếp cận giáo dục mầm non của trẻ khuyết tật ở Việt Nam: Phân tích chính sách và dữ liệu thứ cấp theo khung hệ thống

Nguyễn Thị Kim Hoa — Sat, 15 Aug 2026 00:00:00 +0700

Early childhood education is important for children with disabilities, while early identification, early educational intervention, and inclusive education are closely related conditions. This paper analyses Vietnam’s policy framework, implementation evidence, and enabling conditions for access to early childhood education. The study analyzed 30 documents, primarily published between 2010 and 2025; documents issued before 2010 were used only to establish the historical baseline. The corpus comprised 14 legal and policy documents, six official reports or statistical sources, five documents published by international organizations, and five research studies. The analysis suggests that the policy framework has increasingly reflected a rights-based approach, while available evidence points to continuing limitations in early identification, intervention, human resources, support conditions, and intersectoral coordination. The paper proposes a systems framework for organising these factors. The framework should be operationalised and empirically tested before it is used to assess system readiness or policy effects.

Thực trạng phát triển kĩ năng chú ý chung cho trẻ rối loạn phổ tự kỉ 3–4 tuổi tại một số cơ sở giáo dục chuyên biệt ở Hà Nội

Trần Thị Luyến, Đinh Nguyễn Trang Thu, Bùi Thị Thành — Sat, 15 Aug 2026 00:00:00 +0700

Joint attention is widely recognized as a fundamental prerequisite for the development of communication, language, and social interaction in children with autism spectrum disorder (ASD). This study aimed to investigate the current status of activities for developing joint attention skills in children with ASD aged 3-4 years at special education institutions, thereby providing a basis for proposing recommendations to improve intervention effectiveness. A questionnaire survey was conducted with 70 teachers who directly provide intervention services for children with ASD in special education institutions. The collected data were analyzed using descriptive statistical methods. The findings indicate that teachers have a strong awareness of the importance of joint attention skills, particularly eye contact, responding to name, and following another person’s gaze or pointing gestures, in supporting the overall development of young children with ASD. Teachers reported frequently implementing a variety of intervention activities, including eye contact exercises, gaze-following and pointing activities, picture-based tasks, and interactive games. Commonly used instructional strategies include modeling, prompting, positive reinforcement using children’s preferred objects or activities, repeated practice across different contexts, and close collaboration with parents. Among the intervention approaches, small-group intervention, home-based intervention, and individual intervention were perceived as the most effective. Overall, the findings suggest that teachers employ diverse forms of intervention, activities, and teaching techniques to foster joint attention skills. However, there remains a need for more systematic intervention programs and stronger collaboration between schools and families to further enhance the development of joint attention skills in children with ASD.

Giáo dục kĩ năng chơi biểu tượng cho một trẻ rối loạn phổ tự kỉ 3–4 tuổi trong trường mầm non hòa nhập: Nghiên cứu trường hợp

Nguyễn Thị Tấn, Nguyễn Thị Hoàng Yến — Sat, 15 Aug 2026 00:00:00 +0700

This study evaluated changes in symbolic play skills in a 3-to-4-year-old child with autism spectrum disorder at Hoa Mau Don Preschool, Ho Chi Minh City, using an A-B-C single-case design comprising 16 observation sessions over 21 weeks: 3 baseline sessions, 10 intervention sessions, and 3 maintenance follow-up sessions. Symbolic play skills were assessed across five components: creating imaginary situations, performing symbolic actions, using objects symbolically, interacting during symbolic play, and maintaining interest in symbolic play. The results were examined using visual analysis, the NAP and Tau-U indices, and descriptive statistics. The findings indicated that the child’s symbolic play skills improved following the intervention, with A-B effects predominantly ranging from large to very large. However, the level of response and maintenance from phases B to C varied across the five components. The educational strategies show potential for application in inclusive preschool settings; nevertheless, they should be individualized, accompanied by continued post-intervention support, and interpreted with caution because of the limitations inherent in a single-case study.

Đề xuất khung và công cụ đánh giá kĩ năng giao tiếp của cha mẹ với trẻ rối loạn phổ tự kỉ

Nguyễn Trọng Dần, Vũ Thị Tuyết — Sat, 15 Aug 2026 00:00:00 +0700

Autism Spectrum Disorder is a neurodevelopmental disorder characterized by persistent deficits in social communication and social interaction. Parents play a pivotal role in determining the efficacy of early intervention for children. However, through comprehensive literature reviews and comparative analyses, it is evident that parents frequently encounter psychological challenges, lack sufficient knowledge, and tend to employ impatient, one-way communication habits, despite the global availability of parental communication assessment tools. This underscores the urgent need to establish a framework for assessing parental communication skills in Vietnam, aiming to effectively transition their role from mere instructors to collaborative companions. Grounded in theoretical research, this paper proposes a conceptual framework for evaluating the communication skills of parents raising children with ASD. The framework encompasses distinct skill clusters: understanding the child to initiate communication, adjusting communication, stimulating communicative demands, and supplementing communication, which are evaluated across five proficiency levels. Consequently, the author proposes a questionnaire designed to measure the frequency of utilization and the proficiency level of each communication skill, thereby informing the personalization of parent training programs to enhance their communicative interactions with their children. The proposed framework is meaningful in guiding the evaluation and personalization of communication skills training programs for parents. However, further testing on appropriate samples is needed to verify the reliability, validity, and applicability of the tool.

Yêu cầu thiết kế công cụ trí tuệ nhân tạo hỗ trợ giáo viên tiểu học xây dựng kế hoạch giáo dục cá nhân cho học sinh rối loạn tăng động giảm chú ý

Đỗ Thị Thảo, Nguyễn Thị Hoa, Nguyễn Thị Thắm, Trần Phúc Quỳnh, Nguyễn Mạnh Dũng — Sat, 15 Aug 2026 00:00:00 +0700

As AI is increasingly applied to personalize education, it is essential to determine the conditions under which this technology can support teachers appropriately, safely, and responsibly within inclusive primary education. This article employs a theoretical research approach, analyzing literature on ADHD and school functioning, Individualized Education Programs (IEPs), AI in education, and educational data ethics and governance, to identify requirements for AI tools that assist teachers in developing IEPs for students with ADHD. The findings indicate that AI tools should be designed to support the entire IEP development and implementation process - ranging from data collection and organization to needs and goal identification, strategy proposal, progress monitoring, and plan adjustment. Based on this, the study identifies eight categories of requirements: input data, the planning process, goals, support measures, monitoring and evaluation, family-school collaboration, human oversight, and ethics and data security. AI should be positioned as a professional assistant that helps teachers organize information, prepare drafts, propose options, and track implementation, without replacing the teacher’s own assessment, selection, and decision-making. The design and use of such tools must also ensure the participation of schools, families, and relevant professionals. The proposed framework of requirements provides a foundation for the design, selection, evaluation, and piloting of AI tools to support IEP development in inclusive primary education in Vietnam.

Đề xuất thiết kế môi trường lớp học theo chương trình giáo dục chức năng BASICS3 cho trẻ khuyết tật vừa và nặng

Phạm Thị Bền, Craig Goldsberry, Bùi Thị Anh Phương, Đỗ Thị Thảo, Trần Tuyết Anh — Thu, 15 Oct 2026 00:00:00 +0700

Children with moderate to severe disabilities require functional educational programs to develop life skills and enhance independence. Basics³ is a comprehensive functional education program widely utilized in California, USA, and has been implemented in Vietnam since 2015. However, the effectiveness of the program's implementation heavily depends on the design of the classroom environment. Using a practice framework development research design based on a literature review and expert consultation (Kaplan, 1992; Weinstein, 1993), this study offers guidelines for designing classroom environments based on the Basics³ functional curriculum. Designing a classroom environment according to the Basics³ program is not merely a basic physical arrangement but necessitates a shift in teachers' pedagogical mindsets. By establishing clear spatial boundaries, applying color-coding corresponding to the five core functional domains, and strongly integrating visual communication tools such as personalized schedules or procedural charts, the classroom environment can become a powerful teaching tool. This study contributes by proposing design orientations for classroom environments aligned with the Basics³ functional curriculum. However, a key limitation is that it is not an empirical study quantitatively measuring the effectiveness of Basics³functional curriculum or children's progress resulting from these environmental arrangements and adaptations. This limitation also highlights directions for future research proposed by this paper.

Vận dụng quan điểm tích hợp vào thiết kế nội dung chương trình nhà trường môn Ngữ văn lớp 10

Lan Trịnh Thị , Hải Anh Đoàn — Sat, 15 Aug 2026 00:00:00 +0700

An integrated approach yields positive educational outcomes, most notably through integrated teaching. In this approach, learning content is neither presented nor received in isolation; instead, it involves continuous connection, interweaving, transformation, and integration, spanning from individual units of knowledge to lessons and themes. However, the application of this integrated perspective remains limited in both research and practice concerning school-based curriculum development. Based on a literature review to identify research gaps, an analysis of the integration potential of the Grade 10 Language Arts curriculum under the 2018 General Education Program, and an examination of the prevailing conditions in current high schools, this paper proposes a system of integrated themes aligned with the Language Arts content and expected learning outcomes of the national Grade 10 Language Arts curriculum. The paper also establishes criteria to guide the implementation of an integrated school-based Grade 10 Language Arts curriculum throughout an academic year. This curriculum framework can be provided to schools to guide the development of annual Grade 10 Language Arts teaching plans and the implementation and management of Language Arts teaching based on an integrated approach throughout the academic year. Schools can flexibly adjust the school-based curriculum framework to suit their specific conditions and best meet the learners’ needs.

Cá nhân hóa phản hồi bài viết của học sinh trong môn Ngữ văn ở trung học cơ sở bằng trí tuệ nhân tạo: Nguyên tắc và quy trình đề xuất

Trần Hoài Phương — Sat, 15 Aug 2026 00:00:00 +0700

Feedback is a crucial component of writing instruction, designed to help students reflect on and revise their work. However, current teaching practices indicate that feedback remains largely generic and fails to meet the individual needs of each student. This paper proposes the application of artificial intelligence (AI), specifically Large Language Models, to personalize feedback on students’ writing in Language Arts at Secondary schools. Based on a synthesis of research on the application of AI to provide feedback on learners’ writing, the paper establishes four fundamental principles: AI requires comprehensive guidance on feedback content and methods; feedback must be thoughtful and tiered according to student competency; feedback should aim to foster learners’ self-assessment capabilities; and input data regarding the feedback recipient must be minimized. Consequently, the paper proposes a four-step process for implementing personalized feedback on writing assignments, using the Grade 6 “narrating an experience” assignment to illustrate the construction of a three-tiered feedback framework: content and experience; structure and narrative flow; language, narrative voice, and creativity. The perspectives of theory and pedagogical design, the proposed process demonstrates the potential of AI to assist Language Arts teachers in personalizing feedback on written assignments, fostering active student learning, and enhancing the quality of writing instruction.

Yêu cầu cần đạt về đọc hiểu trong Chương trình Giáo dục phổ thông môn Ngữ văn 2018 cấp trung học cơ sở từ góc nhìn khung năng lực đọc hiểu của PISA

Đoàn Thị Thanh Huyền — Sat, 15 Aug 2026 00:00:00 +0700

The 2018 General Education Curriculum for Vietnamese Language Arts is currently under review after eight years of implementation. Besides evaluating its practical feasibility and rationality, examining the curriculum’s international alignment is essential. To assess the international alignment of the expected learning outcomes for reading comprehension, this study employs theoretical research methods, utilizing the OECD’s Programme for International Student Assessment (PISA) framework as a reference. The study reveals that the expected learning outcomes for reading comprehension at the lower secondary level exhibit a certain degree of compatibility with the PISA 2018 framework concerning reading materials, manifestations, and proficiency levels. However, certain gaps remain that necessitate further consideration and adjustment to comprehensively develop students’ reading skills in the context of modern society. The findings contribute to confirming the curriculum’s international alignment, while also identifying areas that warrant further investigation and consideration. In addition, the results indicate the potential applicability of the PISA reading framework to the teaching and assessment of reading comprehension in secondary education.

Vận dụng lí thuyết sơ đồ nhận thức trong dạy đọc hiểu văn bản văn học ở nhà trường phổ thông

Phạm Thị Thu Hương — Sat, 15 Aug 2026 00:00:00 +0700

Developing students’ literary competence in accordance with the requirements of the 2018 General Education Curriculum for Literature necessitates further exploration of the interactive and meaning-making process between student readers and texts. Employing theoretical research methods, this paper focuses on elucidating the potential and proposing pedagogical methods for applying schema theory in teaching literary reading comprehension in general education. The study outlines the fundamental principles of schema theory. In the realm of literary reading comprehension, several specific schemas can be established: genre, literary language, life experience, cultural background, and intertextuality. Schemas can be creatively integrated into teaching literary reading comprehension by guiding students to utilize these schemas across various stages: orienting the reading activity, constructing textual meaning, and responding to as well as regulating the reading comprehension process. The research findings contribute to enhancing the effectiveness of teaching reading comprehension in general education, progressively fostering students to become independent and proactive readers capable of utilizing and developing their cognitive schemas.

Xây dựng chuẩn đánh giá năng lực ứng dụng trí tuệ nhân tạo tạo sinh trong dạy học nói và nghe của sinh viên sư phạm Ngữ văn

Nguyễn Thế Hưng — Sat, 15 Aug 2026 00:00:00 +0700

The rapid development of Generative Artificial Intelligence (GenAI) has created an urgent need to equip pre-service teachers with the competency to apply these technologies in teaching. However, existing AI competency frameworks remain generic and have not been tailored to specific subject-area skills, particularly speaking and listening instruction - the least researched area in relation to GenAI in language education. Using a theoretical research design combining literature review and comparative analysis, the study draws upon international and national AI competency frameworks (UNESCO, 2024; Circular 02/2025/TT-BGDDT) and the speaking and listening requirements of the 2018 General Education Curriculum for Vietnamese Language and Literature (MOET, 2018). The study proposes assessment standards comprising five criteria domains (lesson planning, material creation, activity organization, assessment of students’ speaking and listening skills, and self-evaluation and professional development - all with GenAI integration), 12 sub-criteria and 18 behavioral indicators, each described across four proficiency levels (Not yet achieved, Achieved, Good, Excellent).

The standards can serve as both an assessment and self-assessment tool for pre-service teachers, while providing a reference for reforming teacher education programs in the context of AI integration.

Thực trạng tích hợp bối cảnh sản xuất và kinh doanh địa phương trong dạy học các môn Khoa học tự nhiên của giáo viên trung học phổ thông tại một số khu vực

Sat, 15 Aug 2026 00:00:00 +0700

In the context of the 2018 General Education Program, which emphasizes competence development and linking knowledge to real-world practice, incorporating local production and business contexts can strengthen the connection between scientific knowledge and everyday life. This study investigated the current state of integrating such contexts into natural science instruction in high schools, as well as the barriers and variations based on region, subject, and teaching experience. A cross-sectional quantitative survey incorporating open-ended questions was conducted with 191 teachers using the SELCIS scale. The results indicate that the overall frequency of integration was "occasional" (Mean = 3.10); methods requiring fewer resources were implemented more frequently, whereas field trips were the least frequent. Barriers were perceived as having a significant impact (Mean = 3.52), particularly regarding funding, safety and legal liability, and time constraints. No statistically significant differences were found based on region or subject; however, teachers with over 20 years of experience demonstrated a higher frequency of integration than those with 5–20 years of experience, though the effect size was small. Therefore, alongside efforts to enhance teachers' professional competence, schools must prioritize securing favorable conditions for implementation - including funding, time, safety protocols, and coordination mechanisms with local production and business facilities.

Vận dụng mô hình lớp học đảo ngược tích hợp AI trong dạy học chủ đề “Tốc độ phản ứng hóa học” (Hóa học 10) nhằm phát triển năng lực số cho học sinh

Sat, 15 Aug 2026 00:00:00 +0700

In the context of the digital transformation of education and the rapid advancement of artificial intelligence (AI), integrating AI into the flipped classroom model offers opportunities to support student learning and the development of digital competences. This study proposes an instructional process based on an AI-integrated flipped classroom model aimed at fostering students’ digital competencies. The proposed process was applied to the teaching of the topic “Chemical Reaction Rates” (Chemistry 10) and evaluated through an experiment involving 244 students (124 in the experimental group and 120 in the control group). The results indicate that the experimental group’s digital competency scores rose from 3,39 to 6,61 - a statistically significant difference - though the level of development varied across different competency domains. Regarding chemistry knowledge, there was no statistically significant difference between the two groups prior to the experiment (p = 0,849); however, post-experiment results showed the experimental group outperforming the control group. The uneven development across digital competency domains suggests that increased use of digital tools and AI does not automatically equate to a corresponding improvement in the ability to apply technology for problem-solving. These findings highlight the need to design tasks that require students to actively analyze situations, select appropriate tools, and cross-reference and verify information, thereby linking AI usage directly to the problem-solving process.

Ứng dụng AI-Chem hỗ trợ cá nhân hóa phản hồi trong ôn tập Hóa học 11: Một nghiên cứu bán thực nghiệm

Sat, 15 Aug 2026 00:00:00 +0700

The development of large language models offers the potential to personalize the learning process; however, quantitative evidence regarding the use of this technology as a learning scaffold in high school chemistry education in Vietnam remains limited. This study developed the AI-Chem system, which integrates custom ”Gems” based on the Gemini platform using the Socratic method, to support Grade 11 chemistry review through step-by-step questions and hints. A quasi-experimental design with a non-equivalent control group was employed over a 12-week period involving two Grade 11 classes at Quoc Hoc Hue Gifted High School (Thuan Hoa Ward, Hue City); the experimental group used AI-Chem for self-study, while the control group followed conventional study methods. Preliminary results demonstrate AI-Chem’s potential to support review and personalize feedback in Grade 11 chemistry instruction. However, due to the small sample size, the non-equivalence of the groups, and certain uncontrolled confounding factors, the results are insufficient to establish a causal relationship. Consequently, future research should expand the sample size, improve the control of confounding variables, and analyze interaction data to better evaluate the effectiveness of the Socratic approach.

Thực trạng tương tác, tự giám sát và sử dụng AI có trách nhiệm trong học tập số của sinh viên đại học

Phạm Tuấn Anh — Sat, 15 Aug 2026 00:00:00 +0700

This study aimed to assess the current state of digital learning interaction and collaboration, self-monitoring and self-assessment, and responsible use of AI among university students. Data was collected using Google Forms from 5,833 students across 7 universities using a convenient sampling method and analyzed using descriptive statistics. The results showed that all three aspects were rated highly by students, with self-monitoring and self-assessment of learning achieving the highest score (Mean = 4.09), followed by responsible use of AI (Mean = 4.08) and digital learning interaction and collaboration (Mean = 4.03). Students demonstrated good ability in seeking support, sharing resources, tracking results, adjusting learning methods, and awareness of the limitations and risks of AI. However, academic exchange with faculty, participation in LMS discussions, reflection on learning strategies, and maintaining independent thinking when using AI are relatively limited. The results provide a practical basis for universities to enhance digital learning interaction, develop self-assessment capabilities, and guide students in using AI safely, ethically, and appropriately for learning objectives.

Tổng quan nghiên cứu về tích hợp phát triển năng lực số trong dạy học đọc hiểu văn bản văn học ở trường phổ thông

Phạm Thị Thu Hương, Nguyễn Thị Tuyết Anh, Phan Thị Hồng Xuân — Sat, 15 Aug 2026 00:00:00 +0700

Against the backdrop of international research increasingly emphasising the role of digital competence in education, alongside Vietnam’s implementation of the 2018 General Education Curriculum, promotion of digital transformation, and issuance of the 2025 Digital Competence Framework for Learners, integrating digital competence development into Vietnamese Language and Literature instruction has become a pressing imperative. This article reviews domestic and international research on integrating digital competence development into Vietnamese Language and Literature instruction in general education schools, with a focus on literary reading comprehension instruction. The study employs a problem-oriented narrative review and analyses 35 publications, most of which have been published since 2008, on digital competence in education, the integration of digital competence development into reading comprehension instruction, and its integration into literary reading comprehension instruction. The findings show that digital technologies in Vietnamese Language and Literature instruction have mainly been used as instructional support, whereas digital competence development has not yet been explicitly defined as a specific instructional objective. To address this gap, the article proposes a design framework for integrating digital competence development into literary reading comprehension instruction, comprising four interrelated components: digital competence components, reading comprehension objectives, learning products or evidence of learning, and assessment criteria. The proposed framework requires further validation through empirical research.

Năng lực số của giáo viên phổ thông: Phân tích trắc lượng thư mục trên cơ sở dữ liệu Scopus (1997–2025)

Vũ Thị Ngọc Thuý, Nguyễn Tùng Lâm — Sat, 15 Aug 2026 00:00:00 +0700

Digital competence has become an increasingly important requirement for K-12 teachers in the context of digital transformation in education. The growing volume and scope of research in this area highlight the need for a systematic examination of its development. This study employs bibliometric analysis of 376 publications selected from the Scopus database for the period 1997-2025. The results show a marked increase in publications since 2020, with 321 studies published between 2020 and 2025, accounting for 85.4% of the total dataset. Spain had the highest number of publications. Keyword co-occurrence analysis identified five major thematic clusters: professional development and digital transformation; digital competence in K-12 school contexts; pedagogical and curriculum innovation; the use of digital technologies in teaching and learning; and digital learning environments, computing technologies, and artificial intelligence. Overall, research on K-12 teachers’ digital competence has expanded rapidly, with increasing attention extending from technology-use skills to broader dimensions of professional competence related to teaching and professional development. The study provides a reference for identifying future research directions and supporting the development of K-12 teachers’ digital competence in response to emerging demands in digital education.

Phân loại hồ sơ nhu cầu ngôn ngữ của trẻ mầm non bằng phân tích phân cụm: Hàm ý đối với giáo dục ngôn ngữ cá nhân hóa

Đinh Thanh Tuyến, Phùng Thị Tường Vi, Nguyễn Thị Cẩm Tiên, Nguyễn Thị Lý — Sat, 15 Aug 2026 00:00:00 +0700

Preschool children in the same classroom may differ not only in their language development but also in the combination of language abilities, linguistic context, and support needs. This study identified profiles of preschool children’s language needs based on teacher-observation data and explored their implications for individualized language education. Data from 109 children under six years of age were analysed across five domains: receptive language, expressive language, social communication, linguistic and cultural context, and individualized support needs. Hierarchical cluster analysis was used to explore the data structure, followed by comparisons of K-means solutions with two to six clusters. Although the two-cluster solution showed stronger statistical separation, the three-cluster solution was retained because of its stability, appropriate cluster sizes, and educational interpretability. Three profiles were identified: children with favourable language abilities and low support needs; children with language difficulties and higher support needs; and children with relatively strong language abilities but elevated contextual characteristics and support needs. These findings suggest that profile-based classification may support differentiated language education, although further validation with larger and more diverse samples is needed.

Xây dựng kế hoạch bài dạy theo định hướng giáo dục nghề nghiệp tại các trung tâm giáo dục nghề nghiệp – giáo dục thường xuyên ở Hà Nội: Nhận thức, thực hành và điều kiện triển khai

Nguyễn Quốc Dũng, Nguyễn Thị Bích — Sat, 15 Aug 2026 00:00:00 +0700

In the context of competency-based education, strengthening the connection between classroom instruction, career orientation, and learner streaming, and translating the principles of career-oriented education into lesson-planning practices at Vocational Education and Continuing Education Centers has become increasingly important. This study examined educators’ awareness, levels of implementation, and factors associated with the development of career-oriented lesson plans at Vocational Education and Continuing Education Centers in Hanoi. A cross-sectional survey design was employed, primarily using quantitative data supplemented by open-ended responses. A total of 87 valid responses from educational managers, subject-team leaders, and teachers were included in the analysis. The findings indicated a relatively positive level of awareness (M = 3.78, SD = 0.96), whereas the level of implementation was significantly lower. The most notable limitations concerned assessment and instructional adjustment, the selection of occupational contexts, and the design of authentic learning tasks. Institutional support showed the strongest correlation with implementation (r = .608, p < .001) and emerged as a significant predictor in the regression model (β = .471, p = .001). These findings suggest that improvement efforts should not focus solely on raising awareness but should integrate the development of instructional design capacity with adequate learning resources, time allocation, professional support, and partnerships with external stakeholders. Future research should employ larger samples, incorporate direct analyses of lesson plans and classroom observations, and examine the effects of design- and practice-based professional development models.

Xây dựng và sử dụng học liệu trải nghiệm số trong dạy học đọc hiểu văn bản tự sự ở trung học cơ sở

Nguyễn Văn Thái, Phạm Thị Thu Hương — Sat, 15 Aug 2026 00:00:00 +0700

This article conceptualizes digital experiential learning materials for teaching narrative reading comprehension and proposes ways to develop and use them in lower secondary schools. Based on a theoretical analysis and synthesis of studies on digital learning resources, experiential learning, and literary reading, the article defines these materials as multimodal digital resources linked to reading tasks that enable students to experience the narrative world, reflect on textual evidence, construct or revise interpretations, and apply reading outcomes. The materials are classified into three functional groups: visual, interactive-dialogic, and co-creative experiential materials. The article also specifies design and use requirements and proposes a four-step process anchored in narrative elements and evidence-based reading tasks. An illustration using the narrative text “The Octopus” demonstrates the application of the proposed process. The proposals provide a theoretical and procedural foundation for subsequent empirical investigation.

Phát triển bộ học liệu số tương tác theo mô hình ADDIE và nguyên lí đa phương tiện cho chủ đề “Đạo đức, pháp luật và văn hóa trong môi trường số” (môn Tin học trung học phổ thông)

Nguyễn Thanh Mai, Kiều Phương Thùy — Sat, 15 Aug 2026 00:00:00 +0700

Ethics, law, and culture in the digital environment is a crucial component of the 2018 High School Informatics curriculum. However, practical teaching is limited due to a lack of interactive digital learning materials and learning methods linked to real-world scenarios. This research applies a semi-experimental R&D approach, using the ADDIE model combined with Mayer and Fiorella’s multimedia learning principles to develop an interactive digital learning resource for this topic. The product consists of three modules covering the entire content of Topic D from grades 10 to 12, integrating simulated scenarios, branching scenarios, and instant feedback to increase active student participation. The results of a pedagogical experiment on two 10th-grade classes at Bao Thang No. 1 High School (Lao Cai) showed that the experimental group had a higher average score than the control group with a statistically significant difference (Sig. = 0.015 < 0.05) and a moderate level of practical effectiveness (Cohen’s d = 0.51). These preliminary results suggest that the 10th-grade module has the potential to support students’ learning outcomes.

Các yếu tố tạo dựng và phát triển thương hiệu trường học: Nghiên cứu thực trạng tại các trường tiểu học ngoài công lập vùng Đồng bằng sông Hồng

Nguyễn Thị Lan Anh, Vũ Thị Mai Hường — Sat, 15 Aug 2026 00:00:00 +0700

In the context of strong diversification of school models in Vietnam, non-public primary schools in the Red River Delta are facing increasing pressure to compete not only on educational programs and facilities, but also on reputation, parental experience and brand image in the community. Identifying the factors that build and develop the school brand is therefore essential for both research and practice. A quantitative survey of 578 valid respondents (12.5% managers; 87.5% teachers and related staff) using a 5-point Likert scale demonstrates that the measurement instrument consisting of 22 items has exceptionally high reliability (overall Cronbach’s Alpha = .993; subscale Alphas ranging from .976 to .989), with KMO = .986 and a statistically significant Bartlett’s test (χ^2 (231)=84,884.606,p<.001). All four factor groups—Brand Alignment, Parental Experience Journey, School Reputation and Trust, and Leadership Role—were evaluated at a high and relatively uniform level (group mean scores ranged from 4.35 to 4.36, while individual item mean scores ranged from 4.30 to 4.44). Among these, the aspect of transparency and public disclosure of teaching and student care information achieved the highest level of consensus (Mean = 4.44, SD = 0.648). The findings suggest that developing the brand of non-public primary schools should be approached as an integrated governance process, in which the brand is built not only through communication but also through experience quality, trust, organisational culture, and school leadership competence. Schools should shift from a communication-centred mindset to an experience-based brand governance mindset.

Hệ thống câu hỏi đánh giá năng lực đọc hiểu trên nền tảng số của NAEP và đề xuất đổi mới đánh giá năng lực đọc hiểu trong môn Ngữ văn ở Việt Nam

Phạm Thị Thu Hương, Phạm Minh Anh — Sat, 15 Aug 2026 00:00:00 +0700

Leveraging digital platforms for large-scale national student competency assessment is a pressing requirement in implementing Vietnam’s 2018 General Education Curriculum. Examining international practices in this domain helps identify context-appropriate recommendations for practical application. In national-scale reading comprehension assessment, the item system of the U.S. National Assessment of Educational Progress (NAEP) demonstrates an updated and expanded conceptualization of reading literacy, alongside a strategic shift toward digital platforms to execute assessment activities. Utilizing theoretical research methods, this paper analyzes and synthesizes the defining characteristics of NAEP’s reading comprehension assessment item system, thereby proposing key innovations for reading comprehension assessment in Vietnam. Five key characteristics of NAEP’s reading comprehension item system are analyzed, and four recommendations tailored to reading comprehension assessment in the Vietnamese context are elucidated. The findings contribute to enriching the theoretical framework of reading comprehension assessment amidst the ongoing digital transformation in Vietnamese education.

Xây dựng và sử dụng bài giảng e-learning thích ứng trong dạy học học phần “Di truyền học” cho sinh viên ngành Y khoa

Phạm Mai Phương, Nguyễn Thị Hằng Nga, Triệu Anh Trung — Sat, 15 Aug 2026 00:00:00 +0700

Amidst the digital transformation of education and the growing emphasis on personalized learning, adaptive e-learning lessons are considered a solution to enhance teaching and learning quality in higher education, particularly for medical students. This study employs a combination of theoretical analysis, expert consultation, and questionnaire-based surveys. Based on an analysis of literature regarding e-learning, adaptive learning, and the characteristics of the Genetics course, the study proposes a process for developing and utilizing adaptive e-learning lessons for medical students; the proposed processes are illustrated through the teaching of specific course content. The development process was validated by eight experts and 65 lecturers from health science training institutions. The results indicate that the process received high ratings across all criteria, confirming its scientific validity, feasibility, and practical application potential. This paper contributes a scientific foundation for designing and implementing adaptive e-learning lessons focused on personalized learning in medical education.

Tổng quan nghiên cứu về mối liên hệ giữa thiên kiến giới và thể hiện giới ở sinh viên sư phạm

Trần Bảo Ngọc Hà, Khúc Năng Toàn — Sat, 15 Aug 2026 00:00:00 +0700

This study employed a thematic integrative literature review to synthesise Vietnamese and international evidence on gender bias, gender expression, and the relationship between these two constructs among pre-service teachers. The literature search and updating process was conducted from December 2025 to June 2026. Following screening and classification, 22 publications were included in the synthesis, comprising 11 theoretical, conceptual, or review sources and 11 empirical studies or reports. The findings indicate that research on gender bias has predominantly focused on stereotypes, expectations, and evaluative judgements, whereas studies of gender expression have placed greater emphasis on the negotiation of masculinity, femininity, and professional identity. Bridging evidence suggests that gendered expectations and norms may shape how pre-service teachers regulate their professional demeanour, emotional expression, authority, caregiving practices, and professional self-presentation. However, no study was identified that directly examined gender bias and gender expression simultaneously within the same sample of pre-service teachers. Accordingly, the relationship between the two constructs is currently supported mainly by indirect evidence and remains insufficiently established to warrant causal conclusions. The review highlights the need for clearer conceptual boundaries, contextually appropriate measurement tools, and greater use of mixed-methods research in Vietnamese teacher education.

Đề xuất quy trình ra quyết định giáo dục dựa trên dữ liệu quan sát nhằm hỗ trợ phát triển ngôn ngữ cho trẻ mầm non

Đinh Thanh Tuyến, Trần Thị Thương, Đinh Thị Bích Liên, Nguyễn Thị Hoàng Yến — Sat, 15 Aug 2026 00:00:00 +0700

The process of translating observational data into educational decisions to support children’s language development remains insufficiently described in existing research. This study proposes an observation-based educational decision-making process. Data were collected from 139 preschool children using a teacher-rated questionnaire on diverse language needs covering five domains: receptive language, expressive language, social communication and interaction, linguistic-cultural context, and individualized support needs. Descriptive statistics and co-occurrence analysis showed that 81.3% of the children demonstrated prominent needs in two or more domains, suggesting that language needs should be considered in relation to children’s abilities, communication contexts, and support conditions. By integrating the survey findings with the theoretical framework, the study proposes a six-step process comprising observation, screening, needs analysis, planning, support implementation, and reassessment. The proposed process contributes to clarifying the link between multidimensional observational data and educational decision-making and provides a basis for further empirical validation.

Tích hợp giáo dục di sản văn hóa trong dạy học đọc hiểu văn bản “Văn tế nghĩa sĩ Cần Giuộc” (Ngữ văn 11)

Phạm Thị Thu Hương, Nguyễn Thị Thu Uyên — Sat, 15 Aug 2026 00:00:00 +0700

Heritage education plays an increasingly pivotal role in the context of globalization. Teaching the reading comprehension of literary texts within the Literature curriculum offers favorable conditions for fulfilling this crucial task. Employing theoretical analysis, empirical surveys, and activity-based product analysis, this study examines the theoretical and practical foundations of integrating cultural heritage education into high school literary reading instruction. Based on these foundations, the paper proposes three pedagogical interventions to integrate cultural heritage education when teaching the reading comprehension of “Văn tế nghĩa sĩ Cần Giuộc” (Funeral Oration for the Partisans of Can Giuoc) by Nguyen Dinh Chieu. The research findings contribute to expanding the theoretical framework of integrated teaching and heritage education integration, while fostering students’ awareness, emotional appreciation, and practical actions toward preserving and promoting heritage values through studying a masterpiece of medieval Vietnamese literature.

Thiết kế tình huống dạy học môn Tin học nhằm phát triển năng lực số cho học sinh trung học phổ thông

Ngô Thị Tú Quyên, Nguyễn Như Trang — Thu, 15 Oct 2026 00:00:00 +0700

Developing high school students’ digital competence requires translating the requirements of the subject curriculum and the digital competence framework into appropriate learning tasks. This study adopts a qualitative approach, combining document analysis and synthesis with the design of teaching situations. The 2018 General Education Curriculum for Informatics is compared with the 2025 Digital Competence Framework for Learners to identify opportunities for developing digital competence. The comparative analysis indicates that many expected learning outcomes in Informatics offer opportunities to develop digital competence through information search and evaluation, collaboration, programming, and digital content creation. The four-step design process is applied to two illustrative teaching situations, clarifying the relationships among expected learning outcomes, target competencies, student actions, and assessment criteria and evidence. These situations are designed to enable students to select solutions, verify results, and revise their products based on peer feedback. The findings offer suggestions for teachers on designing teaching situations and assessing digital competence in relation to how individual students perform learning tasks. Future research should further examine the feasibility and effectiveness of these situations through experimental studies in classroom settings.

Quản lí hoạt động dạy học tiếng Nhật theo tiếp cận năng lực trong giáo dục đại học: Tổng quan tích hợp và khoảng trống nghiên cứu

Nguyễn Hoài Khánh, Huỳnh Mộng Tuyền, Nguyễn Bách Thắng — Thu, 15 Oct 2026 00:00:00 +0700

Competency-based education (CBE) has gained momentum as a reform paradigm in higher education worldwide, yet its adoption in Japanese language programs at Vietnamese universities remains fragmented. Through an integrative review of 52 domestic and international publications (2001–2025) organized around competency frameworks and standardization, Japanese language teaching activities, and the management of those activities, this study finds that Japan, the Republic of Korea, and the European Union have built relatively coherent management arrangements anchored in recognized frameworks such as the CEFR, CEFR-J, and JF Standard, whereas many Vietnamese institutions still rely predominantly on the JLPT under largely administrative structures. Five critical gaps are identified: the absence of a localized Japanese competency framework, insufficient evidence-based assessment instruments, limited faculty and managerial capacity, the lack of a systematic management model, and weak alignment between training and labor-market demands. These findings offer a scholarly foundation for designing context-sensitive management models for Japanese language instruction in Vietnamese higher education.

Chuyển đổi quản trị giáo dục trong bối cảnh toàn cầu hóa và chuyển đổi số: Phân tích so sánh năm trường hợp quốc gia và hàm ý đối với Việt Nam

Phạm Tuấn Đạt, Nguyễn Anh Tuấn, Nguyễn Hồng Hoàng Nam — Thu, 15 Oct 2026 00:00:00 +0700

Globalization, digital transformation, and artificial intelligence are reshaping educational governance and increasing the importance of data, networks, autonomy, and accountability. This study combines qualitative document analysis and comparative policy analysis of 19 international documents published during 2022-2026: 10 sources linked directly to Singapore, Malaysia, South Korea, China, and the United States, and nine cross-case sources. The five cases were purposively selected to represent contrasting governance configurations; documents were coded across six dimensions and compared on a common matrix. Five recurring patterns were identified: strategic and adaptive governance; data- and evidence-informed decision-making; autonomy and decentralization linked to accountability and quality assurance; multi-stakeholder governance; and open, flexible, lifelong learning systems. The cases converge in the need for coordination and adaptive capacity but differ in state roles, decentralization, financing, and stakeholder participation. The study contributes a comparative framework linking evidence, governance mechanisms, and implementation conditions; implications for Vietnam are treated as context-dependent orientations requiring empirical testing.

Giám sát hoạt động dạy học dựa trên cộng đồng học tập chuyên môn ở trường tiểu học Việt Nam: Tổng quan khái niệm và đề xuất khung lí thuyết

Đỗ Thị Bích Loan, Nguyễn Thị Thu Hương — Thu, 15 Oct 2026 00:00:00 +0700

The traditional centralized, top-down instructional supervision model generates significant administrative pressure while yielding minimal substantive value for the professional development of primary school teachers. This study employs a systematic conceptual review method to integrate the Professional Learning Communities (PLC) model into instructional supervision within Vietnamese primary schools. The analysis identifies three core pillars: collaborative inquiry into student learning; non-evaluative peer observation; and reflective professional dialogue. Based on the identification of specific institutional and cultural barriers (such as administrative pressure and power distance), the authors propose the Integrated Collaborative Supervision Framework (ICSF) featuring a four-stage transition roadmap. The ICSF particularly emphasizes establishing psychological safety, decoupling professional activities from summative performance evaluations, and redefining leadership roles. This research provides a strategic theoretical foundation that enables primary schools to transform traditional subject departments into ecosystems of endogenous capacity development, thereby fostering sustainable pedagogical autonomy for teachers.

Nghiên cứu tư duy mở chủ động: Một phân tích trắc lượng thư mục khoa học trong cơ sở dữ liệu Scopus từ năm 1997 đến năm 2024

Chế Dạ Thảo, Vũ Thị Phương Thảo, Lê Thị Thanh Hà, Nguyễn Xuân An — Thu, 15 Oct 2026 00:00:00 +0700

In the digital information era, processing complex and diverse information streams necessitates the cultivation of objective cognitive dispositions. Actively Open-minded Thinking (AOT) serves as a critical thinking disposition that enables individuals to evaluate evidence impartially, mitigate cognitive biases, and foster self-reflective reasoning. Despite existing narrative reviews, a comprehensive bibliometric mapping of AOT’s intellectual structure using standardized database filtering remains absent. Employing a bibliometric analysis on the Scopus database from 1997 to 2024, this study analyzed 106 rigorously selected publications following PRISMA guidelines. The findings demonstrate that publications specifically featuring the term AOT are concentrated in North America and Western Europe (USA, Canada, UK, Netherlands), led by influential scholars including Stanovich, Toplak, West, Baron, and Pennycook. Keyword co-occurrence analysis revealed four main thematic clusters: (1) Theoretical foundations and cognitive structures of AOT; (2) Cognitive biases and individual differences; (3) Empirical measurement and applications in digital media contexts; and (4) Decision-making models and dual-process theory. This study clarifies the intellectual landscape of AOT and outlines future research directions for international collaboration and practical applications in education and media literacy.

Giáo dục di sản văn hóa cho học sinh tiểu học theo tiếp cận trải nghiệm: Nghiên cứu thực trạng tại thành phố Huế

Nguyễn Thanh Bình, Vũ Lệ Hoa — Thu, 15 Oct 2026 00:00:00 +0700

This study aims to assess the current status of cultural heritage education for primary school students through an experiential approach in Hue City, focusing on the components of objectives, content, forms of organization, methods, and assessment of educational outcomes. The study employed a cross-sectional descriptive quantitative survey design using questionnaires administered at 22 primary schools, with the participation of 279 teachers and 986 students in Grades 4 and 5. The findings indicate that the achievement of the objectives of cultural heritage education was rated at a fairly good level by both teachers and students, with the objective of fostering respect for and pride in cultural heritage receiving higher ratings. However, the implementation of educational content, forms of organization, methods, and assessment of educational outcomes remained uneven. Some areas of cultural heritage content were not addressed in a balanced manner; experiential activities beyond regular lessons, methods involving higher levels of application, and diversified assessment approaches remained limited. The study provides empirical evidence based on teachers’ and students’ evaluations, highlighting the need to adjust educational content, forms of organization, methods, and assessment tools to suit the characteristics of primary school students and the conditions for cultural heritage education at the surveyed schools in Hue City.

Sự tham gia của trẻ em, giáo viên, gia đình và cộng đồng trong giáo dục trẻ mầm non: Một nghiên cứu tổng quan

Nguyễn Thị Cẩm Bích, Nông Thị Thu Trang — Thu, 15 Oct 2026 00:00:00 +0700

Within the child-centred orientation and the realisation of children’s rights, the participation of stakeholders in the educational ecosystem is increasingly regarded as an indicator of quality in early childhood education (ECE). Existing studies, however, tend to examine each stakeholder in isolation and lack an integrated synthesis linking children, teachers, families and communities within a single framework relevant to the Vietnamese context. Drawing on document analysis and synthesis, this study systematises the theoretical foundations and recent findings on participation in ECE. The study shows that participation comprises three core components — presence, voice and influence; is enacted at varying levels; and requires the simultaneous roles of the child (an active agent), the teacher (a designer of the learning environment and a bridge), the family (an educational partner) and the community (a resource context). The main contribution of the article is an integrated participatory-ecosystem framework connecting these four stakeholders, illustrated in a conceptual model. An ECE ecosystem that values participation fosters children’s holistic development, particularly communication, thinking, self-regulation and cooperation skills; the article thereby suggests directions for research and practice in Vietnamese ECE.

Kĩ năng tự chủ cảm xúc và hành vi gây hấn ở học sinh: Nghiên cứu tại một số trường trung học phổ thông ở Thành phố Hồ Chí Minh

Nguyễn Thu Hà, Bùi Thị Thu Huyền — Thu, 15 Oct 2026 00:00:00 +0700

This study aimed to examine the relationship between emotional self-control skills and aggressive behavior and to determine the statistical predictive value of emotional self-control skills for aggressive behavior among high school students. A cross-sectional design and convenience sampling method were employed in 2025 with 707 students in Grades 10, 11, and 12 from four high schools in Ho Chi Minh City. Data were collected using the Emotional Self-Control Skills Scale developed by the authors and the Vietnamese version of the Reactive–Proactive Aggression Questionnaire developed by Raine et al. (2006). The data were analyzed using descriptive statistics, Pearson’s correlation, and linear regression. The results indicated that emotional self-control skills were moderately and negatively correlated with aggressive behavior (r=−0.368, p<0.001) and explained 13.5% of the variance in aggressive behavior within the study sample (R2=0.135). When the three components were examined simultaneously, the model explained 17.2% of the variance, with emotional control showing the largest standardized regression coefficient (β=−0.333, p<0.001). The model comprising the three components explained 23.6% of the variance in reactive aggression and 7.3% of the variance in proactive aggression. Thus, the proportion of variance explained in the sample was higher for reactive aggression; however, the study did not directly test the statistical significance of the difference between the two models. The findings provide additional evidence of the relationship between emotional self-control skills and aggressive behavior and offer a basis for emotional education and aggression-prevention activities in schools.