Tạp chí Giáo dục

Năng lực số, hiểu biết trí tuệ nhân tạo và khả năng có việc làm của sinh viên Việt Nam: Tổng quan hệ thống giai đoạn 2019-2025

Võ Phương Uyên, Lê Thị Thanh Tịnh — Tue, 05 May 2026 00:00:00 +0700

In the context of Vietnamese higher education being strongly impacted by digital transformation and the spread of artificial intelligence in the socioeconomic landscape, digital and AI competencies are increasingly seen as foundational to employability. The integration of AI competencies into the National Digital Competency Framework under Circular No. 02/2025 requires a systematic synthesis and evaluation of scientific evidence on the relationship between these competencies and the employability of university students. This article provides a systematic overview of 22 publications from 2019-2025 following the PRISMA methodology. The results show a rapid increase in research in recent years, primarily using cross-sectional quantitative designs. Relatively consistent aggregate evidence indicates a positive correlation between digital competence, AI literacy, and students' career adaptability, entrepreneurial orientation, and job readiness, mediated by factors such as self-efficacy, innovation capacity, and professional identity. These findings clarify the mechanisms by which digital competence and AI impact employability, while also providing scientific justification for curriculum design and human resource development policy planning in the context of the digital economy.

Phát triển năng lực thiết kế bài học theo hướng tìm tòi - khám phá với sự hỗ trợ của trí tuệ nhân tạo tạo sinh cho sinh viên sư phạm tiểu học

Lê Thị Hồng Chi — Tue, 05 May 2026 00:00:00 +0700

The 2018 General Education Program emphasizes the development of students' competencies and qualities, with lesson design based on the inquirybased learning (IBL) approach being a crucial requirement for primary school teachers. However, preservice teachers face challenges in constructing and assessing inquiry-based activities. This study proposes a competency framework for lesson design using the IBL approach with the support of generative artificial intelligence (GenAI) for preservice primary school teachers, consisting of ten competency components and a five-step competency development process. The findings show that GenAI does not replace but acts as a collaborative partner, helping students become more creative and transparent in their lesson design. Thisresearch contributesto the theoretical framework on integrating IBL and AI in teacher education and has practical implications for improving the “Teaching Methodology” course.

Nghiên cứu sự tác động của hiện tượng “buồng vang thông tin” (echo chamber) đối với thế hệ Gen Z

Phạm Nguyễn Phúc Toàn, Phạm Văn Luân — Tue, 05 May 2026 00:00:00 +0700

In the context of education being heavily influenced by the digital environment and online media platforms, the issue ofinformation access and the development of critical thinking skills among learners is attracting significant research attention. Echo chamber - the phenomenon where users primarily receive information that aligns with their pre-existing viewpoints - is recognized as a common occurrence in the digital media space, especially among young people of Generation Z. With high social media usage and frequent interaction with content recommendation systems, Gen Z tends to repeatedly encounter similar information sources, which can influence how they form perceptions and evaluate information. This article employs a qualitative research approach to synthesize and analyze domestic and international studies related to the mechanism of echo chamber formation and its impact on the behavior and cognition of Gen Z. Based on the synthesized results, the article proposes three intervention directions: enhancing digital media education for learners, considering adjustments to the operation of content recommendation algorithms, and encouraging the development of online spaces that promote multi-directional information exchange. These suggestions provide a reference basis for developing educationalsolutionsthatsupport Vietnamese learnersin developing critical thinking in the digital environment.

Đề xuất khung tham chiếu tích hợp năng lực số và năng lực trí tuệ nhân tạo cho giảng viên, cán bộ quản lí cơ sở giáo dục đại học tại Việt Nam

Lê Phước Sơn, Trần Thúy Hiền — Tue, 05 May 2026 00:00:00 +0700

In Vietnam, there is currently a Digital Competency Framework for learners and a set of indicators for evaluating the digital transformation of higher education institutions. However, an integrated reference framework for digital and artificial intelligence (AI) competencies for lecturers and administrators in higher education institutions has not yet been established. Thisleadsto a lack of a unified basisforstandardizing, evaluating, recruiting, and training personnel to serve digital transformation. Based on document analysis and comparison with typical international frameworks, combined with a review of domestic policy tools, this paper proposes an integrated reference framework for digital and AI competencies for lecturers and administrators in higher education institutions in Vietnam, comprising 7 competency domains and 3 levels of proficiency. A novel aspect of this paper is the proposal of an integrated reference framework designed as a "CoreCustomized" framework (a minimum common core and expansion modules based on roles), unlike previous studies which separated digital and AI competencies or failed to define a "minimum core" for implementation at the institutional level.

So sánh phong trào Bình dân học vụ (1945 - 1946) và Bình dân học vụ số: Sự kế thừa và chuyển hóa trong giáo dục toàn dân

Nguyễn Hồng Hà, Bùi Trần Khôi Nguyên, Hoàng Khánh Linh, Nguyễn Anh Tuấn — Tue, 05 May 2026 00:00:00 +0700

Although extensive research has examined mass literacy and digital literacy initiatives in Vietnam, these movements are often analyzed separately, leaving limited attention to the continuity and transformation of their underlying educational philosophy across historical periods. Addressing this gap, this study employs a qualitative comparative approach to examine the (1945 - 1946) Binh dan hoc vu movement and the contemporary Binh dan hoc vu so initiative, focusing on policy objectives, educational content, and implementation models. The findings indicate that both movements share a common ideological foundation centered on universal access to foundational competencies as a strategy for national development. At the same time, the digital literacy initiative demonstrates clear transformations in knowledge content, technological tools, and modes of implementation, particularly through a shift from volunteer-based mobilization to a coordinated, multiactor ecosystem involving state agencies, enterprises, and community-level digitalsupport networks. By clarifying how the “Khai dan tri” philosophy has been recontextualized in the digital era, this study contributes to a more systematic understanding of universal education as a foundation for digital citizenship and lifelong learning.

Sử dụng phần mềm NetKGMCschool hỗ trợ tổ chức dạy học thực hành trên máy vi tính trong giáo dục nghề nghiệp

Nguyễn Lê Bảo Khuyên, Đỗ Thanh Tùng — Tue, 05 May 2026 00:00:00 +0700

In the context of digital transformation in vocational education, computerbased practical teaching places high demands on interaction, monitoring, and evaluation of the learning process. However, in practice, instructors still face difficulties managing practical classes due to limited monitoring of student progress, slow feedback, and a lack ofsuitable support tools. This paper aims to evaluate the initial effectiveness of NetKgmcSchoolsoftware in supporting the organization of computer-based practical teaching at Kien Giang Medical College.The study uses a descriptive survey design with quantitative analysis, involving 387 students and 20 instructors teaching practical courses at the college. The results show that students are highly satisfied with the software; criteria related to enhanced interaction, monitoring, and feedback during practical sessions ranged from 80% to 95%. The software has now been deployed in 12 educational institutions with a total of 497 computers, supporting instructors in monitoring learning activities, sharing learning materials, and organizing real-time assessments. These results provide initial evidence of the applicability of digital classroom management systems in practical teaching and suggest directions for developing digitized practical teaching models in vocational education.

Phát triển chương trình giáo dục cho trẻ khuyết tật trí tuệ: Kinh nghiệm quốc tế và hàm ý cho Việt Nam

Lê Thị Tâm, Nguyễn Thị Kim Hoa, Lương Ngọc Hà, Nguyễn Thị Hà, Mai Thị Phương — Tue, 05 May 2026 00:00:00 +0700

Curriculum developmentforstudents with intellectual disabilities has become an increasingly important area in the context of educational reform, aiming to ensure the right to learn and develop according to each student’s abilities and needs. The paper analyzes international experiences in developing educational programs for students with intellectual disabilities through five core components: objectives, content, teaching methods, assessment, and support policies. The findings reveal two main trends: 1) Adjusting elements of the general education curriculum to enhance inclusive learning opportunities, and 2) Developing special education or specialized skills programs to address the specific needs of this group of students. The study proposes that Vietnam should integrate both approaches in developing curricula for students with intellectual disabilities, ensuring alignment between policy and practice to improve educational quality and promote social inclusion for these learners.

Xây dựng nhật kí đọc sách giúp học sinh học đọc văn bản thơ mở rộng trong môn Ngữ văn 10 trung học phổ thông

Lưu Thị Trường Giang, Nguyễn Thị Quỳnh Mai — Tue, 05 May 2026 00:00:00 +0700

In the current context of teaching Literature in high schools, guiding students to independently read additional poetic texts beyond the textbook plays a crucial role in developing reading and writing skills in line with the 2018 Literature curriculum. However, in reality, activities supporting students' understanding of expanded poetic texts still lack a systematic approach and do not truly facilitate students' proactive exploration, connection of knowledge, and development ofself-learning abilitiesin the context of digital transformation. Arising from this need, the project to develop a reading journal to help students learn to read expanded poetry texts in the 10th grade Literature subject (Textbook “Connecting Knowledge with Life”) was undertaken to design a tool to support students in note-taking, reflection, and connecting reading and writing according to the CIPO model, while still ensuring that the learning objectives of the 2018 Literature curriculum are met. Through the reading journal system, students not only practice reading comprehension skills specific to the poetry genre but also develop critical thinking, the ability to make connections and be creative in writing, thereby forming a habit of self-learning, enhancing proactiveness, and building a positive and effective learning environment.

Dạy học khám phá khái niệm nội dung “Một số yếu tố xác suất” ở trung học cơ sở với sự hỗ trợ của trí tuệ nhân tạo

Nguyễn Viết Dương, Nguyễn Thị Nga — Tue, 05 May 2026 00:00:00 +0700

In the context of the increasing application of artificial intelligence (AI) in education, discovery-based concept learning has undergone significant changes compared with traditional approaches. However, the integration of AI into discovery-based instruction on probability topics at the lower secondary level remains underexplored. This paper aims to clarify how to organize discovery-based concept learning for the topic “Some Elements of Probability” with the support of AI. Drawing on theoretical research and analytical methods, the paper identifies relevant perspectives, classifications, and procedures for implementing discovery-based concept learning in an AIsupported environment. The findings provide practical orientations and suggestions while broadening the discussion on the potential to enhance the quality of teaching the topic “Some elements of probability” at the lower secondary level through the integration of AI.

Vận dụng lí thuyết giáo dục toán thực (RME) trong dạy học nội dung “Khoảng tin cậy cho tỉ lệ”: Một nghiên cứu theo thiết kế bán thực nghiệm

Đào Hồng Nam — Tue, 05 May 2026 00:00:00 +0700

In teaching inferentialstatistics at the university level, the topic of confidence intervalsfor proportionsis often presented with an overemphasis on formulas and procedural steps, which limits students’ conceptual understanding. In response, this study aims to evaluate the effectiveness of applying Realistic Mathematics Education (RME) in teaching this topic through a quasiexperimental design. The quantitative results indicate that the experimental group significantly outperformed the control group, with a statistically significant difference (p < 0.001) and a large effect size (r = 0.61). Notably, analysis of students’ written responses shows that they were not only able to identify the conditions for applying the Wald confidence interval but also recognized its limitations when the estimated bounds fall outside the interval [0, 1]. Consequently, they actively adopted alternative methods such as Wilson or Clopper - Pearson to produce more realistic and appropriate conclusions. These findings suggest that the application of RME contributes positively to improving teaching effectiveness by linking statistical reasoning to meaningful real-world contexts.

Quy trình dạy học chủ đề “Ứng dụng hình học của tích phân tính diện tích hình phẳng” (Toán 12) với sự hỗ trợ của Manim và Brisk Teaching

Phạm Sỹ Nam, Ung Nguyễn Thanh Nguyên — Tue, 05 May 2026 00:00:00 +0700

In the context of current educational reforms in secondary schools, visualization tools and AI-generated platforms open up opportunities to enhance teaching effectiveness through vivid, interactive, and personalized learning experiences. This study proposes a teaching process for the topic “Applications of integral geometry to calculate the area of a plane figure" (Mathematics 12) with the support of Manim and the Brisk Teaching AIgenerated platform, and illustrates this process through teaching the content “Calculating the area of a plane figure bounded by the graph of the function y = f(x), the x-axis, and two lines x = a, x = b”. The process describes in detail the Manim scenario to support students in sequentially constructing knowledge; it also presents the design of interactive activities on Brisk Teaching (including: prediction questions, multiple-choice tests, short essays, practice exercises) along with an accompanying automatic assessment mechanism. The proposed teaching process is expected to improve students' conceptual visualization abilities and learning engagement. It can also be replicated and applied to other abstract topics in mathematics.

Thực nghiệm và kiểm chứng tác động của một số biện pháp ứng dụng mô hình STEAM trong dạy học nội dung “Giáo dục địa phương” tại các trường trung học cơ sở ở một số tỉnh miền núi phía Bắc Việt Nam

Lê Thị Dung, Lường Hoài Thanh — Tue, 05 May 2026 00:00:00 +0700

In the context of educational reform toward competency-based learning, the application of integrated models such as STEAM in Local Education is increasingly necessary. This study evaluates the impact and effectiveness of pedagogicalmeasures applying STEAM in teaching Local Education at lower secondary schools in the northern mountainous region of Vietnam. The experiment was conducted in six schools across Lao Cai, Lang Son, and Dien Bien during the second semester of the 2024-2025 academic year, involving 12 teachers and 180 students, using a mixed-methods approach (pre- and postsurveys, t-test, correlation analysis, interviews, and classroom observations). The results show clear improvements in students’ problem-solving, collaboration, creativity, and local understanding, along with increased learning engagement. Teachers and school administrators highly valued the model’s feasibility, effectiveness, and potential for wider implementation. The study contributes to affirming the theoretical and practical value of applying STEAM in Local Education.

Nhận thức và thực hành của giáo viên mầm non trong hỗ trợ ngôn ngữ cho trẻ có nền tảng ngôn ngữ đa dạng

Đinh Thanh Tuyến, Đào Thái Hà, Trần Thị Mỹ Dung, Nguyễn Thị Hồng Nhung — Tue, 05 May 2026 00:00:00 +0700

In the context of Vietnamese early childhood education, which isincreasingly focused on inclusiveness and the cultural and linguistic diversity of children, supporting language development for children with diverse language backgrounds is becoming an important educational practice. This article surveys how early childhood teachers in Vietnam perceive and implement language support activities for children with diverse language backgrounds, including ethnic minority children and bilingual children. Data was collected through in-depth interviews and classroom observations at several early childhood education institutions in the North and South. The analysis results show four main themes: (1) teachers often perceive linguistic diversity primarily through the level of Vietnamese language use by children; (2) common supportstrategies include language games,storytelling, and flexible code switching; (3) organizing activities is still difficult due to large class sizes, lack of bilingual learning materials, and limitations in professional training; (4) The linguistic diversity context encourages teachers to adjust their pedagogical practices. This article clarifies the practice of supporting language development in preschool education in Vietnam and suggests strengthening teacher training and support policies that align with learners' cultural and linguistic contexts.

Bản sắc nghề nghiệp của hiệu trưởng: Nghiên cứu trường hợp tại một trường tiểu học và trung học cơ sở dựa trên lí thuyết phát triển bản sắc của Burke và Stets

Trần Tuyết Oanh, Phạm Thị Hương — Tue, 05 May 2026 00:00:00 +0700

The professional identity of school principals is increasingly recognized as a critical factor directly influencing leadership behaviors and practices within schools. This study explores the development of a principal’s professional identity within a school context. Drawing upon the identity theory of Burke and Stets(2009), the research employs a qualitative methodology, conducting interviews with one principal and eight teachers at a combined elementary and middle school in Ho Chi Minh City. Data analysis identifies four key facets of Principal Tien’s professional identity: a fair, equity-oriented, benevolent, and compliant principal. These identities often exhibit internal contradictions and mutual conflicts, particularly between benevolence and compliance, which somehow impact his leadership decision-making process. Consequently, the study emphasizes the necessity of developing the capacity to identify and regulate identity conflicts within principal training and professional development programs.

Khám phá các yếu tố ảnh hưởng tới thái độ học tập nội dung “Hình học” của học sinh trung học phổ thông tại Việt Nam

Lê Tuấn Anh, Nguyễn Huyền Trang — Tue, 05 May 2026 00:00:00 +0700

Learning attitudes play a crucial role in determining students’ academic quality and performance. Previous studies have shown that students often encounter difficulties in learning Geometry; however, in Vietnam, there remains a lack of research focusing on students’ attitudes toward this subject. In response to this gap, the present study aims to identify the factors influencing high school students’ attitudes toward learning Geometry. Based on 22 observed variables and a five-point Likert scale, data were collected from 408 students across 12 high schools. The findings reveal three key factors affecting students’ learning attitudes: the perceived usefulness of Geometry, self-confidence in learning Geometry, and interest in learning Geometry. The results also indicate that students’ attitudes toward Geometry are not yet sufficiently positive across these three dimensions, thereby highlighting the need for appropriate pedagogical interventions to enhance students’ awareness, confidence, and interest in learning Geometry.

Nhận thức về trí tuệ nhân tạo (AI) trong học tập của học sinh trung học phổ thông: Nghiên cứu so sánh học sinh thành thị và nông thôn

Ngô Văn Giang, Nguyễn Thị Thủy, Phan Hồng Hạnh — Tue, 05 May 2026 00:00:00 +0700

The increasing integration of artificial intelligence (AI) into education highlights the need to understand students’ perceptions of AI, particularly regarding differences between urban and rural contexts. This study was conducted with 3,355 upper secondary students, including 2,086 students from urban areas and 1,269 students from mountainous–rural regions. The findingsindicate thatstudents perceive AI as useful and relatively easy to use, with positive impacts on learning confidence and effectiveness, while also demonstrating clear awareness of potential risks. The differences between urban and rural students are statistically significant. The results confirm the positive role of AI in learning and emphasize the need to develop responsible AI literacy while narrowing the digital divide to ensure equitable educational opportunities across regions.

Kiến thức và thái độ về biện pháp tránh thai của sinh viên năm thứ nhất: Nghiên cứu tại Trường Cao đẳng Bình Thuận

Nguyễn Thị Sáu, Đỗ Huy Sơn, Trần Thị Hữu An, Võ Huyền Diễm Tú — Tue, 05 May 2026 00:00:00 +0700

Given the limited provision of sexual and reproductive health education in vocational institutions, assessing students’ knowledge and attitudes toward contraceptive methods is important. Knowledge is recognized as a determinant of health-related attitudes and behaviors. This study aimed to assess knowledge and attitudes toward contraceptive methods among firstyear students at Binh Thuan College and to identify factors associated with these outcomes. A cross-sectional study was conducted in 2025 among 420 first-year students using a self-administered structured questionnaire. Descriptive statistics and multivariable logistic regression analysis were applied to examine associated factors. The results revealed that only 14% of students had adequate knowledge and 24.8% demonstrated positive attitudes toward contraceptive methods. Knowledge was significantly associated with age, ethnicity, residence, and academic major (p < 0.05). Students with limited knowledge were 5.2 times more likely to exhibit negative attitudes (95% CI: 2.93-9.35), whereas those living away from their families were less likely to report positive attitudes (OR = 0.52; 95% CI: 0.29-0.95). The findings underscore the importance of strengthening sexual and reproductive health education in vocational training. These findings provide empirical evidence to support the integration of sexual and reproductive health education into vocational curricula. Integrating this content systematically into curricula, alongside school-based counseling and culturally responsive skills education, may enhance awareness and promote safer reproductive health behaviors.

Nghiên cứu các yếu tố ảnh hưởng đến xây dựng thương hiệu cá nhân của sinh viên Đại học Bách khoa Hà Nội

Nguyễn Thị Oanh, Nguyễn Thị Thanh Thủy — Tue, 05 May 2026 00:00:00 +0700

Personal branding has become increasingly essential for university students in the context of digital transformation and the growing demands of the labor market. This study examines the factors influencing personal branding behavior among students at Hanoi University of Science and Technology based on the ARCS (Attention, Relevance, Confidence, Satisfaction) motivational model through a quantitative survey of 624 students. Data were analyzed using reliability testing, descriptive statistics, correlation analysis, and multiple regression analysis. The results show that the level of participation in personal branding is moderately high, with intrinsic motivational factors having a stronger influence than extrinsic constraints. Attention, relevance, satisfaction, and career readiness have a positive impact on personal branding behavior, while confidence and socio-cultural barriers do not show a significant impact. The results also show that engineering students tend to prioritize professional competence over strategic selfexpression. The study proposes developing a personal branding measurement and evaluation framework that integrates academic profiles, digital identity management, learning engagement, and open educational resources to promote sustainable student development and inform higher education management activities.

Vận dụng mô hình branded house trong xây dựng thương hiệu đại học theo khung phân tích brand equity: Nghiên cứu thực trạng tại Trường Đại học Tân Trào

Hoàng Thị Ngọc Hà, Trần Vũ Phương, Triệu Thị Kim Cúc — Tue, 05 May 2026 00:00:00 +0700

In the context of Vietnamese higher education increasingly promoting autonomy and competition, branding has become a strategic resource for the sustainable development of local universities such as Tan Trao University. However, the University’s branding activities still lack an appropriate theoretical framework and analytical approach. This study aims to clarify the theoretical foundations and propose an analytical framework applying the Branded House model to university branding. A mixed-methods approach was employed, combining document analysis and a questionnaire survey of students, lecturers, and administrators; the data were analyzed using descriptive statistics. The findings indicate that the component groups were rated from moderate to fairly good; among them, strategic and visual identity were evaluated more positively than communication and behavioral identity. These results reflect the current situation and suggest areas that need further improvement in order to enhance the consistency of the university brand. The study contributes to extending the Branded House approach to the field of university brand management at Tan Trao University in particular, while also providing a useful reference tool for future research, evaluation, and strategic brand planning in higher education institutions.