Tạp chí Giáo dục

Thực trạng quản lí nhà nước đối với nhà giáo hiện nay

Phạm Thị Thúy Hồng, Trịnh Vân Hà, Đinh Văn Thái — Mon, 25 May 2026 00:00:00 +0700

This paper analyzes the current situation of state management of the teaching workforce in Vietnam amid ongoing educational reforms. The findings reveal that although education is recognized as a foundation for sustainable development and teachers play a pivotal role in determining educational quality, the prevailing management approach remains overly administrative. Teachers are not yet viewed and treated as strategic human resources that require systematic investment and development. Policies on recruitment, utilization, training, professional development, remuneration, and career advancement have achieved only moderate effectiveness; their implementation remains insufficiently flexible, lacks coherence, and is not well aligned with practical demands. The paper highlights a global trend toward human resource management (HRM) in education, in which teachers are regarded as strategic assets. Based on this perspective, the study recommends that Vietnam adopt a more comprehensive, modern, and effective management framework to maximize the role of teachers in enhancing educational quality and promoting sustainable national development.

Xu hướng quốc tế về “tuyển dụng theo kĩ năng” và khuyến nghị chính sách đối với giáo dục nghề nghiệp ở Việt Nam

Lê Thị Thảo, Bùi Thị Thanh Nhàn, Bùi Quốc Anh, Nguyễn Thị Hảo — Mon, 25 May 2026 00:00:00 +0700

The global labor market's shift towards a “skills-based hiring” model is creating new demands for Vietnam's vocational education system to ensure that learners possess competencies that align with real-world needs. This article analyzes international trends in “skills-based hiring”, assesses its impact on vocational education, and examines the current state of vocational education in Vietnam from four perspectives: training programs, skills assessment and recognition, skills data management, and business engagement. The results indicate that vocational education in Vietnam has initially formed a foundation for a “skills-based hiring” approach, but the level of implementation and responsiveness remains limited. Consequently, the article proposes four main policy recommendations: improving competency-based training policies, innovating skills assessment and recognition, developing a skills information system, and enhancing collaboration with businesses, aiming towards a co-created skills vocational education model. The significance of this research is to provide scientific arguments for refining vocational education development policies based on skills while also suggesting future research directions on measuring the alignment of vocational education learners’skills with labor market demands.

Quản lí phòng, chống bạo lực học đường ở trường phổ thông trong bối cảnh chuyển đổi số theo tiếp cận quản trị dự phòng

Đặng Thị Kim Dung — Mon, 25 May 2026 00:00:00 +0700

School violence is becoming a prominent challenge for general education in the context of digital transformation, with a growing trend of psychological violence and online bullying. This article clarifies the theoretical basis of school violence and its management and prevention through a preventive management approach, viewing it as a proactive, continuous, and predictable management orientation. Based on an overview of international studies and an analysis of the current situation in Vietnam, the article identifies the limitations of an incidentoriented management approach and emphasizes the roles of early risk identification, prevention at the source, timely intervention, and recovery support. Therefore, the study proposes a system of solutions for managing and preventing school violence based on preventive governance, including improving risk forecasting capacity, strengthening early prevention through skills education and school environment management, perfecting intervention mechanisms linked to psychological counseling, supporting post-intervention recovery, applying digital technology appropriate to protecting children's rights, and strengthening inter-sectoral coordination. The research results provide a scientific basis for the proactive, humane, and sustainable innovation of school violence prevention and control in Vietnamese secondary schools.

Phát triển kĩ năng sống cho học sinh tiểu học thông qua trò chơi dân gian theo hướng tiếp cận đa trí thông minh

Nguyễn Thu Hường, Nguyễn Trà My — Mon, 25 May 2026 00:00:00 +0700

Education of life skills for primary school students is one of the important contents aiming at the goal of comprehensive development in both competence and qualities. In reality, the implementation of life skills education at the primary level still faces difficulties in format and effectiveness. Folk games, which are a traditional cultural activity, if organized scientifically and creatively, not only bring joy to students but can also be effectively integrated with the development of intelligence types according to Howard Gardner's Multiple Intelligences Theory. Based on theoretical research and practical analysis, this article focuses on proposing a number of measures to develop life skills for primary students through folk games, associated with prominent types of intelligence such as: bodilykinesthetic intelligence, interpersonal-social intelligence, and linguistic intelligence. These proposed measures serve as pedagogical orientations that not only contribute to diversifying educational methods but also support the preservation and promotion of national cultural identity in the modern educational setting.

Các thang đo động lực học tập trong giáo dục đại học

Phạm Thị Thanh Hương, Đặng Thị Thanh Thủy — Mon, 25 May 2026 00:00:00 +0700

Motivation measurement scales, grounded in educational and behavioral psychology, offer valuable insights into the multidimensional nature of student motivation and its link to learning outcomes. In Vietnam, most research has focused on teaching quality, curriculum, and satisfaction, with limited use of standardized motivation scales. This paper reviews four major scales widely applied in educational research: the Academic Motivation Scale (AMS), Motivated Strategies for Learning Questionnaire (MSLQ), Instructional Materials Motivation Survey (IMMS), and MUSIC® Model of Academic Motivation. Each scale or model is rooted in well-established psychological theories and has been empirically validated across diverse higher-education settings. AMS distinguishes intrinsic, extrinsic, and amotivation components; MSLQ integrates motivation and learning strategies; IMMS evaluates the motivational impact of instructional materials; and MUSIC assesses students’ perceptions of empowerment, usefulness, success, interest, and caring. The study also highlights the strengths and limitations of each framework and recommends their adaptation and integration for research and practice in Vietnam’s higher-education context.

Phát triển hệ sinh thái khởi nghiệp đại học: Kinh nghiệm từ Đài Loan và Thái Lan

Triệu Thị Linh, Dương Thị Ngữ — Mon, 25 May 2026 00:00:00 +0700

In the era of the Fourth Industrial Revolution (Industry 4.0), innovative startup entrepreneurship is a crucial driver of economic growth, compelling universities to expand their role into becoming hubs of the startup ecosystem, connecting knowledge with the market. Experiences from National Taiwan University (Taiwan) and Chulalongkorn University (Thailand) illustrate effective models: National Taiwan University established the Taidah Entrepreneurship Center, implementing a full chain of incubation - acceleration - corporate collaboration, along with the NTU Ventures fund linked to the Hsinchu Science Park; meanwhile, Chulalongkorn University developed the Innovation Hub, the CUBI incubator, and the Siam Innovation District in central Bangkok, coupled with CU Enterprise specializing in research commercialization. These models create a coherent startup value chain, addressing industrial and societal needs. The practical implication for Vietnam is the necessity of establishing Specialized Entrepreneurship Centers, implementing transparent funding and commercialization mechanisms, strengthening linkages with industrial parks and urban innovation spaces, and integrating entrepreneurship into curricula to nurture an entrepreneurial culture. Overall, these actions will help Vietnamese universities maximize the impact of research, foster innovation, and achieve sustainable development.

Phát triển năng lực số cho sinh viên ngành sư phạm: Tiếp cận lí luận và đề xuất biện pháp

Phạm Đào Tiên, Phạm Bích Thủy — Mon, 25 May 2026 00:00:00 +0700

Against the backdrop of continuously developing digital technology, digital competence and the need to develop digital competence for students in general, and especially for teacher training students, is a crucial and essential requirement. Selecting and organizing training action plays a crucial role in shaping and developing students' competencies, especially for students in teacher training programs. This not only helps them access learning content more effectively but also creates opportunities for practical and sustainable professional development. Using a systematic approach that analyzes domestic and international literature, this paper examines the concept and structure of digital competence for teacher training students. Furthermore, based on an analysis of several training models implemented in various countries and the approaches of scientists worldwide, the paper proposes directions for applying 06 measures in the context of the current digital transformation of education in Vietnam. These measures have been proven feasible and effective in developing digital competence for teacher training students.

Vận dụng trí tuệ nhân tạo trong xây dựng quy trình đánh giá năng lực tự chủ và tự học của học sinh trung học phổ thông

Phùng Kim Phú, Dương Thị Ngọc Minh — Mon, 25 May 2026 00:00:00 +0700

Self-regulation and self-directed learning are important competencies of students in the context of educational reform. However, assessing these competencies remains challenging due to the lack of suitable assessment procedures and measusrement tools. This study proposes an assessment process for autonomous and self-directed learning among high school students, with the support of artificial intelligence in developing a quantitative scale and processing data. The scale consists of six dimensions representing component competencies, measured by items designed on a four-point Likert scale. A survey of 592 high school students shows that most students achieved fairly good and good levels of these competencies. Regression analysis identifies three main factors influencing autonomous and self-directed learning, including self-regulation, career orientation, and adaptability. The findings highlight the role of component competencies in developing students’ learning autonomy and suggest the potential use of artificial intelligence in competency assessment and teaching innovation.

Khung lí thuyết và quy trình về công nhận kĩ năng, trình độ của người lao động tích lũy từ học tập và kinh nghiệm làm việc thực tế

Đặng Thị Huyền, Trần Văn Khởi, Lê Thị Thảo, Bùi Thị Thanh Nhàn, Phan Thị Hằng — Mon, 25 May 2026 00:00:00 +0700

The recognition of workers’ skills and qualifications accumulated through learning and practical work experience (hereinafter referred to as skills and qualifications recognition) has emerged as a critical practical demand in the current era. As individuals continuously update their knowledge and skills throughout their lives, various activities, such as on-the-job training, informal apprenticeships, self-employment, entrepreneurship, and extracurricular engagements -produce significant learning outcomes that often lack formal certification. The recognition of worker’s skills and qualifications can help individuals obtain official certifications that match their knowledge and skills, thereby improving their employability, income levels, mobility, integration, learning opportunities, and social integration. This contributes to encouraging lifelong learning, enhancing professional skills, and developing a flexible labor market. However, in Vietnam, this recognition is not yet thoroughly understood and effectively implemented in practice. This study systematizes a theoretical framework encompassing relevant concepts, subjects, roles, and procedures for the recognition of workers' skills and qualifications acquired through learning and practical work experience. These findings serve as a foundation for stakeholders to gain deeper insights and progressively propose the development and implementation of this recognition system in Vietnam, meeting practical demands.

Ứng dụng công cụ quản trị theo PDCA trong lập kế hoạch bồi dưỡng giáo viên Ngữ văn trường trung học cơ sở

Bùi Minh Đức, Lê Đức Anh, Phạm Đức Hiếu — Mon, 25 May 2026 00:00:00 +0700

In the context of reforming general education, the enhancement of the quality of the Vietnamese language teaching staff in secondary schools poses a requirement for principals to proactively apply modern tools to improve the effectiveness of training the teaching staff. Research and application of modern technical tools in organizational management has become necessary both theoretically and practically. In theory, modern management models allow for a systematic, goal-oriented approach to teacher training and quality control; however, in practice, current training lacks consistency, effectiveness, and is not closely linked to the school's development strategy. Research indicates that applying the Logical Framework Approach helps to clearly define objectives, outcomes, and evaluation indicators; the Balanced Scorecard ensures the alignment between training objectives and school development strategies; and Hoshin Kanri, combined with the PDCA cycle, creates consistency in the implementation, monitoring, and improvement of training activities, contributing to improved data collection and scientific planning. The research results confirm that integrating the PDCA cycle with modern management tools optimizes the management of teacher training in Literature, enhances professional competence, promotes innovation in teaching methods and assessment, thereby meeting the requirements of modern education. Therefore, the paper proposes expanding the application of this model to other subjects and directing further research towards evaluating its long-term impact and its feasibility for implementation at different educational levels.

Giải pháp tạo động lực làm việc cho giảng viên: Nghiên cứu tại một số trường đại học công lập ở Việt Nam

Hoàng Thị Thu Phương, Bùi Thị Hồng Minh — Mon, 25 May 2026 00:00:00 +0700

In the context of innovation, autonomy and international integration in higher education, the work motivation of lecturers plays a key role in the quality of training and scientific research. However, current motivation policies lack uniformity and effectiveness. The research was conducted to propose and test solutions for enhancing work motivation for lecturers at public local universities. The main research method is survey questionnaires, descriptive statistical processing and Spearman’s rank correlation analysis. The results show that the six proposed solutions are all assessed as highly necessary and feasible; Among them, salary reform and remuneration are ranked highest. Spearman correlation coefficient (R = 0.49) reflects a relatively close relationship between the necessity and feasibility of solutions. The study confirms the need to synchronously deploy motivational policies towards governance based on efficiency and accountability. The results have scientific and practical significance in perfecting human resources policies at public universities, while also suggest a direction for research to expand to other higher education institutions to build a motivational policy framework consistent with innovation and integration requirements.

Mô hình ngôn ngữ lớn trong nghiên cứu công tác xã hội: Tổng quan các ứng dụng và hàm ý phương pháp

Nguyễn Minh Tuấn — Mon, 25 May 2026 00:00:00 +0700

Large language models (LLMs) are generating significant changes in social science research. In the field of social work - where research is closely tied to specific social contexts and vulnerable populations, the use of LLMs requires a cautious and well-guided approach. This article adopts a literature review method to systematize studies published between 2019 - 2025, collected from reputable academic databases, with a focus on the application of LLMs in social work research. The review indicates that LLMs are primarily used as supportive tools in certain stages of the research process, including literature review, textual data processing, and academic writing support, rather than as agents directly involved in core analytical tasks. At the same time, existing studies highlight potential risks related to information inaccuracy, data bias, and academic integrity. Based on these findings, the article proposes the need to develop clear guidelines for the use of LLMs that align with methodological standards and ethical principles in social work, particularly in the Vietnamese context.

Một số tiếp cận về vai trò của nhân viên công tác xã hội trường học

Nguyễn Ngọc Thanh Huy, Nguyễn Hồng Phan — Mon, 25 May 2026 00:00:00 +0700

The role of social work activities in schools is increasingly pivotal in fostering academic success and cultivating a positive learning environment. Despite numerous international and Vietnamese studies on the functions of these practitioners, Vietnam lacks specific legal designations for their roles. This study synthesizes international approaches to the Vietnamese context, highlighting the responsibilities of school social workers. The findings underscore the positive impact of these roles, emphasizing a comprehensive focus on social work functions (prevention, intervention, rehabilitation, and development), with a particular emphasis on preventive measures. Most approaches highlight interdisciplinary coordination in addressing schoolrelated issues. Consequently, this research provides a foundation for proposing a distinct position and title for individuals engaged in social work activities within educational settings in Vietnam.

Đề xuất mô hình bồi dưỡng giáo viên tiểu học trên nền tảng số cấp trường tại Thành phố Hồ Chí Minh

Nguyễn Trí Dũng, Phan Thái Hiệp — Mon, 25 May 2026 00:00:00 +0700

Digital transformation in education requires the innovation of teacher professional development approaches toward flexibility, personalization, and data-informed practices. Although Ho Chi Minh City has favorable infrastructure and resources, the lack of a school-level model for teacher professional development on digital platforms remains a gap that needs to be studied and refined. This study employs a systematic literature review to analyze and synthesize both domestic and international studies related to digital platform-based teacher professional development, thereby proposing the S-DPD model, which integrates a learning management system (LMS), blended learning, an evaluation dashboard, online professional learning communities (PLC), and recognition mechanisms, operating within the PDCA cycle to ensure continuous improvement. The S-DPD model is expected to be appropriate for the context of Ho Chi Minh City, where digital infrastructure, teacher capacity, and experience in digital transformation have been established. The model shows potential to contribute to modernizing professional development, enhancing transparency, promoting self-directed learning, and aligning with professional development requirements. The findings provide practical evidence for local educational practice in implementing sustainable professional development initiatives.

Nghiên cứu đề xuất khung năng lực cảm xúc - xã hội của giáo viên phổ thông trong bối cảnh xây dựng trường học hạnh phúc

Nguyễn Chung Hải, Nguyễn Thị Xuân Yến, Lê Phương Nga — Mon, 25 May 2026 00:00:00 +0700

In response to the pressing need to develop social-emotional competencies among general education teachers in the context of building happy schools, this paper focuses on investigating: (1) The concept of “social-emotional competence” and the social-emotional competence of general education teachers; (2) The relationship between the development of teachers’ socialemotional competence and the criteria for building happy schools. On this basis, the paper identifies the manifestations and levels of development of each component of social-emotional competence among general education teachers within the context of building happy schools. The findings of the study contribute to enriching the professional competency framework for teachers, thereby providing a foundation for policy formulation in teacher training, professional development, and workforce management in the new context. In addition, the results offer scientific evidence for local authorities and schools in developing happy schools with a focus on the “human” dimension. The study also provides teacher education institutions with orientations for integrating social-emotional competence into pre-service and in-service training programs, and supports teachers in self-assessing and planning their own social-emotional competence development to better adapt to the context of building happy schools.

Tổng quan nghiên cứu về phát triển đội ngũ giảng viên theo hướng tiếp cận tích hợp năng lực và lí thuyết phát triển nguồn nhân lực

Phạm Phương Tâm, Nguyễn Thị Ngọc Trinh, Lê Thị Thanh Thủy, Nguyễn Minh Tân — Mon, 25 May 2026 00:00:00 +0700

In the context of higher education being oriented towards breakthrough development to meet the demands of international integration, the faculty plays a pivotal role in determining the quality and effectiveness of this process. However, the current state of the faculty still falls short in terms of quantity, quality, and structure. Based on this, the article employs a thematic review method to synthesize research findings from both domestic and international sources, thereby highlighting that developing the faculty through a human resource development approach and integrating a competence-based approach is an inevitable trend in the context of higher education reform today. The integration of these two approaches not only involves a comprehensive review but also contributes to the personal capacite development of faculty members, while enhancing the quality of the faculty as a whole, ensuring adequacy in quantity, structure, and quality. These are two aspects of a single issue, with a dialectical relationship that mutually reinforces each other. Faculty members are the "cells" of the faculty body. When all faculty members meet the required standards, it inevitably lays the foundation for a strong faculty team. This study contributes to clarifying the theoretical basis for faculty development and provides insights for the next steps in building a competency framework for faculty development to meet the demands of digital transformation and international integration today.

Nghiên cứu tổng quan về quản lí hoạt động trải nghiệm, hướng nghiệp cho học sinh ở các trường trung học phổ thông

Trần Đại Nghĩa, Trần Văn Đạt, Lý Bảo Việt — Mon, 25 May 2026 00:00:00 +0700

Experiential and career guidance activities play a pivotal role in the holistic development of students, particularly within the framework of educational curriculum reforms focused on competency and character development. This paper provides a systematic review of domestic and international literature regarding the management of experiential and vocational activities for high school students, thereby elucidating emerging research trends, core focal areas, and existing research gaps. Adopting a literature review methodology, the study analyzes and systematizes scientific publications, dissertations, and professional documents published in recent years. The findings indicate that existing research primarily focuses on four key areas: (1) the theoretical foundations and conceptual frameworks of managing experiential and vocational activities; (2) the current state of organizing and managing these activities; (3) factors influencing management effectiveness; and (4) proposed management strategies to enhance the quality of activity implementation. However, a significant portion of the literature remains descriptive of current practices and lacks systematic management models. Furthermore, the correlation between the management of these activities and student competency outcomes remains underexplored, alongside a notable scarcity of empirical research methodologies. Consequently, the paper identifies critical research gaps and suggests prospective research directions for the management of experiential and vocational activities in high schools.

Cơ sở lí luận về quản lí đánh giá đào tạo nghề tại các trường trung cấp trong bối cảnh chuyển đổi số

Tòng Văn Vinh, Đặng Lộc Thọ, Phó Đức Hòa — Mon, 25 May 2026 00:00:00 +0700

In the context of digital transformation, vocational training assessment not only confirms the extent to which learners achieve the expected learning outcomes, but also provides information for curriculum adjustment, training organization, and quality assurance. However, at the intermediate-school level, the management of vocational training assessment in this context has not yet been sufficiently clarified from a theoretical perspective. This paper aims to establish the theoretical foundations for managing vocational training assessment at intermediate schools in the context of digital transformation. The study employs a focused literature review, combined with analysis, comparison, and synthesis of sources related to vocational education, quality assurance, digital transformation in education, and educational evaluation and quality management models. The findings systematize key concepts, identify the roles, contents, and requirements of managing vocational training assessment, and propose an analytical framework consisting of context, input, process, output, and improvement of the assessment process. On that basis, the paper provides a theoretical foundation for further studies on the current situation and for improving the management of vocational training assessment at intermediate schools in the context of digital transformation.

Giải pháp nâng cao năng lực định hướng dư luận xã hội của chính trị viên ở đơn vị cơ sở trong bối cảnh công nghệ số

Nguyễn Xuân Khải, Bùi Minh Đức — Mon, 25 May 2026 00:00:00 +0700

In the context of rapid digital technology and social media expansion, the military information environment has become increasingly complex, posing direct challenges to the public opinion-orienting competency of grassroots political commissars. This article focuses on analyzing the current status of this competency from a psychological perspective (including knowledge, attitude, and skills) and evaluates specific difficulties when military personnel are restricted from using personal digital devices. Research findings indicate that the current competency is at an average level; despite a positive attitude, there are weaknesses in specialized knowledge and practical skills within the digital environment. Based on these findings, the article proposes four main groups of solutions: innovating training content; improving digital public opinion management mechanisms; promoting the role of opinion leaders; and ensuring technical infrastructure. These solutions aim to enhance the proactiveness of political commissars in the face of new challenges, contributing to the maintenance of the Party’s ideological resilience in the military.

Quản lí hoạt động bồi dưỡng năng lực số cho giảng viên các học viện Công an nhân dân trong bối cảnh chuyển đổi số

Nguyễn Phạm Mạnh Hùng, Trần Anh Kiên — Mon, 25 May 2026 00:00:00 +0700

In the context of digital transformation, digital competence among lecturers at the People’s Public Security academies plays a pivotal role in enhancing the quality of education and training. This article systematizes the theoretical foundations of the issue by clarifying the concept, characteristics, core components, and influencing factors related to the management of professional development activities aimed at strengthening lecturers’ digital competence. Effective management requires educational leaders and administrators to undertake scientific planning, ensure coherent organization, exercise flexible direction, and implement transparent monitoring and evaluation. At the same time, it is necessary to apply context-sensitive and adaptive approaches aligned with institutional demands, professional specificities, and the requirements of information security, discipline, and political steadfastness of lecturers. The findings provide a theoretical basis for developing strategic frameworks for digital competence enhancement, thereby contributing to the modernization of training activities at the People’s Public Security academies in the era of digital transformation.

Giải pháp quản lí hoạt động học tập của học viên đào tạo sĩ quan cấp phân đội ở các nhà trường quân đội trong bối cảnh chuyển đổi số hiện nay

Phạm Văn Thuận, Vũ Trường Giang — Mon, 25 May 2026 00:00:00 +0700

Digital transformation is an inevitable trend, exerting a profound impact on education and training, particularly in military academies. It presents opportunities to access scientific and technological advancements and modernize the management of training and student learning activities. This paper clarifies key concepts related to learning activities and their management, analyzes the current situation, and proposes solutions such as: raising awareness of digital transformation, innovating management methods of student learning, and developing modern learning environments. These efforts aim to improve the training quality of platoon-level officers to meet the demands of national defense in the new era. The research contributes not only to the theoretical framework of educational management in the context of digital transformation but also offers practical implications for enhancing the learning management and academic outcomes of officer cadets in military schools today.

Ứng dụng công nghệ số trong dạy học Tiếng Việt cho học sinh lớp 1 có biểu hiện tự kỉ theo định hướng giáo dục hoà nhập và tăng cường khả năng tự lực học tập

Mon, 25 May 2026 00:00:00 +0700

In response to the demand for educational reform toward inclusive and competence-based education under the General Education Curriculum 2018, the application of digital technology in teaching Vietnamese to students with autism has begun to attract research attention. This study investigates the application of digital technology in teaching Vietnamese to first-grade students with autism spectrum disorder (ASD) in the context of inclusive education and the enhancement of self-learning ability. Based on an analysis of students’ cognitive and communication characteristics, the study surveyed the current use of digital technology in several primary schools and proposed four intervention measures: (1) coordinating between families and schools through digital platforms; (2) developing multimedia digital learning materials to support phoneme recognition and individualize learning tasks; (3) enhancing interaction and communication through supportive software; and (4) fostering self-learning skills through personalized digital task systems. The results indicate that digital technology increases students’ motivation, improves reading and writing skills, promotes communication, and strengthens self-directed learning, while also enabling teachers to monitor progress and adjust instruction accordingly. The study confirms that the application of digital technology is necessary, feasible, and aligned with the inclusive education orientation of the 2018 General Education Program in Vietnam.

Thiết kế và tổ chức dạy học phân hóa trong dạy học kĩ năng đọc (môn Tiếng Việt) cho học sinh tiểu học người dân tộc thiểu số

Lưu Thị Dịu — Mon, 25 May 2026 00:00:00 +0700

The diversity in Vietnamese language proficiency among ethnic minority primary students poses a significant challenge to traditional one-size-fits-all teaching methods. Grounded in the Theory of the Zone of Proximal Development and the current situation of Vietnamese language education in disadvantaged areas, this study employs theoretical research combined with pedagogical observation and experimentation to optimize reading skill training processes for this demographic. The research results propose a fourstep process for designing and organizing differentiated instruction: (1) surveying and categorizing students; (2) defining lesson objectives and specific differentiated goals for each group; (3) designing and organizing instruction; and (4) assessing learning outcomes through a differentiated lens and making necessary adjustments. Through a practical illustration using the Grade 1 reading lesson "The Echo of the Mountain" (Tiếng vọng của núi), the study confirms that differentiated instruction not only significantly improves reading efficiency but also fosters confidence and a positive learning attitude among students. These findings play a crucial role in innovating Vietnamese language teaching methods in socio-economically disadvantaged areas, aiming toward the goal of educational equity. Furthermore, the study opens new avenues for developing stratified digital learning materials to support teachers in optimizing differentiated instruction in the future.

Xây dựng câu hỏi, bài tập tích hợp giáo dục phát triển bền vững trong dạy học đọc hiểu truyện khoa học viễn tưởng ở trung học cơ sở

Phạm Thị Thu Hương, Nguyễn Ngọc Linh, Nguyễn Lê Ánh Dương — Mon, 25 May 2026 00:00:00 +0700

The integration of Education for Sustainable Development (ESD) into Literature instruction represents a novel pedagogical approach that aligns with contemporary societal trends. This integration equips students with the requisite knowledge, skills, and behavioral habits to act responsibly for the global future, thereby fulfilling the overarching competency development requirements of the 2018 General Education Curriculum. Utilizing theoretical research methods, this paper investigates the formulation of questions and exercises that embed ESD into the reading comprehension of science fiction texts. The study elucidates the theoretical foundations and proposes strategic measures for designing various types of integrated questions and exercises. These instructional tools are designed to foster critical thinking and problemsolving capabilities, while simultaneously enhancing students' awareness and sense of responsibility toward sustainable development issues within the context of science fiction reading comprehension. The developed integrated questions and exercises contribute significantly to expanding and elevating the quality of educational resources dedicated to teaching science fiction reading comprehension through the lens of sustainable development.

Phương pháp dạy học nói và nghe về một tác phẩm nghệ thuật cho học sinh lớp 11

Lã Phương Thúy — Mon, 25 May 2026 00:00:00 +0700

The 2018 General Education Program emphasises speaking and listening skills to develop communication and critical thinking competency. However, many students still feel hesitant and confused when presenting their viewpoints or participating in debates. In particular, research on teaching speaking and listening about a work of art in high schools remains a gap that requires further attention. Based on the requirements of the 11th-grade Literature curriculum, the research proposes a four-step teaching process: (1) Guiding speaking preparation; (2) Brainstorming and outlining; (3) Speaking practice; and (4) Exchanging, evaluating, and revising the speech. The article analyses two core methods: group discussion and the application of technology (using presentation design software and recording practice videos) to enhance interactivity, liveliness, and critical thinking. These proposed solutions meet the innovation requirements of the current educational program, align with the trend of digital transformation, and guide students toward noble humanistic and aesthetic values.

Thiết kế tệp âm thanh số văn học nhằm phát triển năng lực văn học trong dạy học đọc hiểu cho học sinh lớp 11

Nguyễn Thị Hiên, Nguyễn Ngọc Chi, Phạm Minh Châu — Mon, 25 May 2026 00:00:00 +0700

The development of literary competence is one of the two core objectives of the Literature subject under the 2018 General Education Curriculum, in which reading comprehension is identified as the primary pathway for students to actively decode language and artistic imagery. In the context of digital transformation, digital audio files (podcasts) are regarded as a potential multimodal learning resource that meets the requirements for developing literary competence in alignment with the 2018 curriculum. This article systematizes the theoretical foundations of literary competence and its corresponding behavioral indicators. On that basis, the study proposes a fourstep process for designing literary podcasts: (1) text analysis; (2) script development; (3) production and editing; and (4) implementation in teaching combined with assessment. The process is illustrated through the design of a podcast for the short story “Vợ nhặt” (Kim Lan), thereby concretizing the components of literary competence for Grade 11 students. The findings indicate that integrating podcasts into reading comprehension instruction has the potential to enhance aesthetic experience, increase learner autonomy, and support students in decoding language and artistic imagery, thereby contributing to the development of literary competence.

Sử dụng công cụ AI để thiết kế học liệu điện tử trong dạy học Ngữ văn ở trường phổ thông

Đặng Thị Ngọc Lan, Lã Phương Thúy — Mon, 25 May 2026 00:00:00 +0700

The application of AI in teaching Literature is an inevitable trend but faces a major challenge: how to integrate technology without losing the “literary essence”. Through theoretical research on digital learning materials, the article seeks ways to use AI to innovate teaching methods. AI provides significant benefits in personalizing learning paths and creating dynamic interactive environments, although barriers regarding infrastructure and data security still exist. The study has established and proposed a 5-step process for designing digital learning materials using AI: (1) Analyzing lesson objectives, (2) Analyzing teaching content, (3) Selecting appropriate AI tools, (4) Designing various forms of learning materials (such as interactive lectures, games, videos, and chatbots), and (5) Testing the learning materials. The application of AI is a breakthrough solution that helps enhance the quality of Literature teaching in high schools. Future research directions could focus on evaluating the impact of large language models (LLMs) on critical thinking, or developing evaluation criteria for students' creative products with AI assistance.

Thiết kế và sử dụng ứng dụng EFSV hỗ trợ dạy học nhận diện hình khối và hình phẳng (Toán 1) cho học sinh khiếm thị thông qua công cụ AI Teachable Machine

Mon, 25 May 2026 00:00:00 +0700

In the context of inclusive education, supporting visually impaired students in accessing geometry content at the primary level remains challenging because most teaching activities rely heavily on visual perception. This study aims to design an application to support the recognition of plane and solid shapes in the Grade 1 Mathematics curriculum for visually impaired students using the artificial intelligence tool Google Teachable Machine. The application is designed with a user-friendly interface and integrated audio feedback to help students recognize basic geometric shapes. The study employs several research methods, including theoretical research to synthesize relevant scientific foundations, pedagogical experiments and surveys to evaluate the effectiveness of the application in practice, and mathematical statistical methods using Excel and SPSS software to process collected data. The results indicate that the application effectively supports visually impaired students in recognizing geometric shapes, thereby improving their access to knowledge and suggesting the potential application of artificial intelligence in teaching mathematics to visually impaired students at the primary education level.

Thiết kế và sử dụng trò chơi học tập trong dạy học nội dung “Hình tam giác, diện tích hình tam giác” (Toán 5)

Nguyễn Thị Thanh Tuyên — Mon, 25 May 2026 00:00:00 +0700

In recent years, the design and use of educational games have become a prominent trend in teaching, particularly in Mathematics, due to their ability to enhance interaction, experiential learning, student interest, and active participation. The topic “Triangles and Triangle Area” (Grade 5 Mathematics) is a fundamental content area that is well-suited for game-based instruction; however, it has not been sufficiently studied. In response to this gap, this paper aims to propose approaches to designing and implementing educational games in teaching this content. The study develops a systematic procedure for designing and using educational games, along with specific illustrative examples. The findings contribute to enriching the practical foundation and provide valuable references for teachers to improve students’ interest and learning effectiveness.

Xây dựng và sử dụng hệ thống bài tập theo định hướng phát triển năng lực giải quyết vấn đề toán học cho học sinh trong dạy học chủ đề “Quan hệ giữa các yếu tố trong tam giác” (Toán 7)

Đỗ Thị Hồng Minh, Lưu Thanh Bình, Dương Thị Ngọc Tú — Mon, 25 May 2026 00:00:00 +0700

In teaching mathematics atin secondary schools, it is necessary to form and develop students' mathematical abilitiescompetence; among which, the ability competency to solve mathematical problems is one of the five components of mathematical competence. In the process of reforming student assessment methods, assessment forms and tools play a crucial role. This research proposes a process for building a system of exercises oriented towards developing students' mathematical problem-solving abilities competency and conducting a pedagogical experiment using the developed system of exercises in teaching the topic "Relationships between elements in a triangle" (Mathematics 7). Initial experimental results show that using the developed system of exercises is effective, contributing to more active and engaging learning among students and leading to higher results.

Vận dụng lí thuyết giáo dục toán thực trong dạy học nội dung “Định lí Thalès” (Toán 8)

Phạm Huyền Trang, Nguyễn Ngọc Giang, Nguyễn Ái Quốc, Đỗ Thị Huệ — Mon, 25 May 2026 00:00:00 +0700

In the context of mathematics education connected to real-life situations, the application of the theory of realistic mathematics education is regarded as an important approach to help students acquire knowledge more deeply and sustainably. For Ggrade 8 students, Thales’ theorem is a core topic with various applications in calculating quantities that cannot be measured directly. This study employs theoretical and analytical methods to clarify key concepts of the theory of realistic mathematics education, including horizontal and vertical mathematization, as well as the notions of “model of” and “model for.” On this basis, the paper proposes a process and instructional approach for teaching Thales’ theorem in accordance with the principles of realistic mathematics education. The findings contribute to strengthening both the theoretical and practical foundations for applying this theory in lower secondary mathematics education, thereby improving the effectiveness of teaching the topic “Thales’ theorem” (Mathematics 8).

Thiết kế và sử dụng trò chơi học tập trong dạy học chủ đề “các hằng đẳng thức đáng nhớ” (Toán 8)

Nguyễn Thụy Phương Trâm, Hoàng Gia Bảo — Tue, 31 Mar 2026 00:00:00 +0700

The topic of special algebraic identities in Grade 8 Mathematics is often taught through routine practice and formula memorization, which limits students’ conceptual understanding and flexible application of knowledge. In the context of the 2018 General Education Curriculum, which is oriented toward competency development, this study aims to develop and propose ways of designing and using learning games as a teaching aid for this topic. The findings include a six-component cyclical design framework, a set of four illustrative learning games, and suggestions for instructional organization and formative assessment during implementation. However, the study is limited to the stages of design and proposal and has not yet been validated through pedagogical experimentation; therefore, further research is needed to examine the effectiveness of the proposed model.

Phát hiện và sửa chữa sai lầm trong dạy học giải bài toán thực tế nội dung “hệ phương trình bậc nhất hai ẩn” (Toán 9)

Phạm Huyền Trang, Nguyễn Ngọc Giang, Lê Diệu Hồng — Tue, 31 Mar 2026 00:00:00 +0700

Mathematics plays a foundational role in general education and significantly contributes to the development of students’ thinking and problem-solving abilities. However, in classroom practice, the activity of identifying and correcting errors has not been fully utilized, particularly in real-world problems involving systems of linear equations in two variables in grade 9. This paper aims to clarify the theoretical foundations of this activity and propose ways to apply it in teaching this content. Drawing on theoretical research and analysis, the paper discusses perspectives on identifying and correcting errors in mathematics education and examines the teaching content of systems of linear equations in two variables. The findings propose a four-step process and instructional strategies that support students in recognizing and correcting errors when solving real-world problems, thereby contributing to improving the effectiveness of teaching this topic.

Một số biện pháp bồi dưỡng năng lực tự học cho học sinh trong dạy học chủ đề “xác suất” (Toán 11)

Nguyễn Dương Hoàng, Nguyễn Minh Công — Tue, 31 Mar 2026 00:00:00 +0700

According to the 2018 General Education Program, developing students' selflearning competency is considered a key factor in helping them proactively acquire knowledge and apply it to practice. The topic “Probability” (Mathematics 11) is an abstract concept requiring students to think logically and analyze random situations. Therefore, developing appropriate methods to foster students' self-learning competency is essential to improve the effectiveness of mathematics teaching. This study proposes several methods to cultivate students' self-learning competency in teaching the topic “Probability” (Mathematics 11). The proposed methods are closely interconnected and illustrated through specific teaching situations and pedagogical suggestions for teachers. The research results not only contribute to the formation and development of students' self-learning competency in teaching this topic but can also be applied to other topics in high school mathematics teaching.

Xây dựng bài tập thực tiễn trong dạy học chủ đề “năng lượng và cuộc sống” (Khoa học tự nhiên 9) nhằm phát triển năng lực vận dụng kiến thức, kĩ năng đã học cho học sinh

Đỗ Thị Tố Như, Lê Khắc Quynh — Tue, 31 Mar 2026 00:00:00 +0700

In the context of reforming general education towards developing learners' competencies, designing exercises linked to real-life situations is one of the effective approaches to improving the quality of teaching in Natural Sciences. Based on theoretical and practical research, this study proposes a process for constructing practical exercises to develop students' competency to apply learned knowledge and skills, and illustrates this process in teaching the topic “Energy and Life” (Natural Sciences 9). Initial pedagogical experiment results with 9th-grade students using a constructed practical exercise show that the exercise, constructed according to the proposed process, is feasible and has the potential to develop students' ability to apply knowledge and skills. Therefore, the study has provided a scientific and practical basis for teachers to refer to in developing practical exercises suitable to the specific content and teaching conditions, contributing to the effective implementation of the 2018 General Education Program for Natural Sciences.

Vận dụng lí thuyết dạy học tương tác trong môi trường số cho môn Lịch sử ở trường trung học cơ sở: Từ lí luận đến thực tiễn

Nguyễn Thị Bằng, Nguyễn Thị Phương Thanh — Tue, 31 Mar 2026 00:00:00 +0700

Against the backdrop of the 2018 General Education Program implementation and the acceleration of digital transformation in education, innovating history teaching methods through a competence-based approach has become an urgent requirement. Utilizing a narrative review approach, this paper systematizes the theoretical framework of interactive pedagogy, centering on Roy and Denommé’s three-factor model (Teacher - Learner - Digital Environment) within the context of lower secondary history education. The findings reveal a substantial gap in Vietnamese pedagogical practice: while Information Technology (IT) integration is widespread, fostering profound interaction between students and historical sources in digital environments remains constrained and superficial. Consequently, the study proposes an integrated application framework and a four-stage process - comprising scenario design, interest activation, multi-dimensional interaction, and evaluative improvement - designed to transition the digital environment from a mere illustrative tool into a catalyst for enhancing students’ cognitive competencies and historical thinking. These results provide a robust scientific foundation for educators to design interactive learning environments and improve the quality of history instruction in the digital era.

Nâng cao hiệu quả dạy học bài thực hành trong môn Lịch sử ở trường trung học phổ thông

Nguyễn Thị Thùy Mỵ, Nguyễn Mạnh Hưởng — Tue, 31 Mar 2026 00:00:00 +0700

The 2022 History curriculum emphasizes the role of practical lessons in consolidating knowledge and developing historical competencies for students. However, practical implementation in high schools shows that this type of lesson is still not effectively organized and has not fully realized its pedagogical significance. Based on both theoretical foundations and practical requirements, this study surveyed 488 teachers on the current state of organizing practical history lessons, and used exploratory factor analysis (EFA) and the PLS-SEM model to identify factors affecting the effectiveness of organization. The research results show that teachers have a positive perception of the value of practical lessons, and the effectiveness of their implementation is significantly influenced by many factors, with facilities and learning materials being particularly influential. Based on this, the study proposes prioritizing the standardization of resources and the development of a suitable learning materials system to enhance the effectiveness of practical teaching in History. These findings contribute to clarifying the conditions necessary for organizing practical lessons and provide a practical basis for adjusting teaching activities in the context of educational curriculum reform.

Biện pháp phát triển năng lực công nghệ cho học sinh trung học cơ sở thông qua dạy học trải nghiệm môn Công nghệ

Bùi Thị Hải Yến, Nguyễn Tất Thắng, Trương Thị Hoa — Tue, 31 Mar 2026 00:00:00 +0700

The 2018 General Education Program identifies technological competence as one of the seven core competencies for students, and the development of technological competence is a key task that must be emphasized in teaching, particularly in Technology Education. Using theoretical research and pedagogical experimentation methods, this paper outlines measures to develop technological competence in students through experiential learning in Technology Education. These measures include: designing appropriate experiential learning topics, establishing a process for developing technological competence, utilizing experiential teaching methods and strategies, and creating assessment tools to guide students in self-assessing their technological competence. These measures not only meet the requirements of the General Education Program but also contribute to the comprehensive development of students' technological competence, providing a solid foundation for their professional development for the current educational context.

Thiết kế trò chơi ngôn ngữ nhằm phát triển kĩ năng nói tiếng Anh cho trẻ 5-6 tuổi: Nghiên cứu tại một số trường mầm non ở Thành phố Hà Nội

Nguyễn Thiều Dạ Hương, Hoàng Thị Nho — Tue, 31 Mar 2026 00:00:00 +0700

Language games are considered an appropriate form of activity organization in early childhood education, contributing to language development while meeting children’s need for playing. However, the use of language games in English introduction activities in kindergartens remains unsystematic and is not yet grounded in a scientifically based design process, which limits their effectiveness in developing children’s English speaking skills. This study aims to design, provide implementation guidelines, and pilot a system of language games to develop English speaking skills for children aged 5-6. Research data were collected from ten kindergartens in Hanoi through 47 questionnaires administered to preschool teachers teaching English and six semi-structured interviews with English teachers from three language centers. The findings indicate that children demonstrate a moderate level of performance in vocabulary recognition, repetition of model sentences, and production of simple utterances; however, they still face difficulties in pronunciation, lack confidence, and struggle to produce complete English sentences. Based on these results, the study proposes and develops the DREAMS language game system. The pilot results confirm the feasibility and practical value of the system in developing English speaking skills for preschool children.

Hiệu quả của dạy học tiếng Anh cho học sinh tiểu học thông qua trò chơi: Một nghiên cứu thực nghiệm tại phường Dĩ An, Thành phố Hồ Chí Minh

Nguyễn Đỗ Thanh Tân, Bùi Văn Hồng — Tue, 31 Mar 2026 00:00:00 +0700

Recent studies have examined the effectiveness of game-based learning for elementary primary school students. This study examines the effects of Game-Based Learning (GBL) on learning motivation and English achievement among primary students in Vietnamese public schools. Employing a quasi-experimental mixed-method design, the study was conducted in ten public primary schools in Di An Ward, comparing an experimental group receiving game-based instruction with a control group taught using conventional methods over a 10-week intervention program. Results indicated that the experimental group showed a significant improvement of +2.6 points in English scores (p < 0.01) and an increase in “high interest” levels from 15% to 48%. Qualitative findings revealed major implementation challenges, including classroom management, grouping, time allocation, and limited facilities. The study confirms the positive impact of GBL on both achievement and intrinsic motivation, and proposes three policy implications: (1) teacher training in game design and management; (2) enhancement of classroom space and learning tools; (3) inclusion of emotional and behavioral engagement in learning assessments. The findings contribute new empirical evidence to the global literature and contextualize GBL effectiveness in Vietnamese primary EFL education.

Thái độ của sinh viên đại học ngành Ngôn ngữ Anh trong việc luyện tập kĩ năng nói thông qua kể chuyện

Nguyễn Trường Giang, Nguyễn Lộc, Trần Tuyến — Tue, 31 Mar 2026 00:00:00 +0700

In the context of foreign language teaching at the university level, which increasingly emphasizes communicative competence, speaking tasks that can promote student participation and support the development of speaking skills are receiving attention. This paper surveys the perceptions of English Language students at two universities in Ho Chi Minh City regarding storytelling activities, and examines the impact of this activity on the components of speaking competence. The results show that students highly value storytelling, especially in its ability to increase self-confidence and classroom participation. Qualitative data reflects that identifying narrative purpose and paying attention to the listener helps learners organize content, choose expressions, and present ideas more clearly. Based on this, the study contributes to clarifying the role of storytelling as a communicative task in teaching speaking, and suggests the possibility of applying this activity to enhance learning interest and support the development of important aspects of speaking competence in foreign language training at the university level.

Vận dụng quan điểm dạy học tích hợp trong dạy học thiết kế minh họa truyện tranh kĩ thuật số cho sinh viên ngành Thiết kế đồ họa dưới góc nhìn của thuyết hành vi

Nguyễn Hồng Sơn, Đặng Mai Anh — Tue, 31 Mar 2026 00:00:00 +0700

In the context of modern higher education shifting towards an integrated teaching model, and with the rise of digital comic illustration design in the cultural industry, this study aims to evaluate the effectiveness of applying an integrated teaching model to comic illustration design students. Based on behavioral theory and document research methods, the author focuses on reinforcement, feedback, and conditioning factors to optimize professional skills. The results show that when the teaching process is designed with the goal of self-learning and rapid feedback, learners not only develop superior illustration skills but also qualitatively measure visual-language (images and text) creation in comic illustration design, forming disciplined learning habits and self-developing professional competence. These findings serve as an important practical basis for modern educators to effectively improve the quality of training.

Phân tích ngữ liệu văn hóa từ góc nhìn kiến tạo luận xã hội và ứng dụng trong dạy học: Trường hợp phim Thằng Bờm

Hoàng Thị Hạnh — Tue, 31 Mar 2026 00:00:00 +0700

From Vygotsk's perspective on social constructivism regarding learning, stereotypes about high and low-achieving learners can hinder teachers from creating learning opportunities, developing creative and critical thinking, and motivating learners. This paper presents a discourse analysis of a local cultural material using social constructivist perspective to challenge our preexisting perceptions of student learning ability. Data include episodes from phim Thằng Bờm, a folk charater representing stupidity. The social constructivist perspective allows us to contest our prejudices and to see Bờm as a creative, critical, inquisitive student with higher-order thinking ability. The findings can be applied for teacher learning, teacher training, facilitating teacher understanding of students, helping us to create a safer learning environment for both teachers and students, easing our emotional labour.

Học tập phương pháp truyền bá lí luận Mác - Lênin qua tác phẩm “Thường thức chính trị” của Chủ tịch Hồ Chí Minh

Trần Thị Hồng Loan — Tue, 31 Mar 2026 00:00:00 +0700

President Ho Chi Minh’s Political Common Sense represents a paradigmatic example of the localization and dissemination of Marxist-Leninist theory adapted to the specific historical and socio-political context of Vietnam during the struggle against colonial and imperial domination. Employing clear, accessible language, Ho Chi Minh systematically articulated core theoretical constructs such as historical materialism, the proletariat’s revolutionary role, the objectives of the national democratic revolution, and foundational principles for constructing a new-type Marxist party. This study undertakes a critical analysis of the pedagogical strategies employed in the text to effectively convey MarxistLeninist doctrine - particularly the integration of theory with domestic and international realities, the emphasis on praxis (the unity of theory and practice), and the cultivation of critical engagement through reflective learning. From this analysis, the paper identifies significant pedagogical insights with practical implications for the contemporary teaching of political theory. These insights contribute to advancing the ongoing reform of political-ideological education in accordance with the orientations set forth in Resolution No. 29-NQ/TW and Resolution No. 35-NQ/TW, aimed at strengthening the political competence and ideological steadfastness of Party cadres and members in the current era of national construction and defense.

Thực trạng và biện pháp giáo dục kĩ năng sống cho trẻ mẫu giáo 5-6 tuổi thông qua hoạt động vui chơi tại một số trường mầm non ở Thành phố Hà Nội

Trần Thị Kim Yến — Tue, 31 Mar 2026 00:00:00 +0700

Teaching life skills to 5-6 year old children through play activities is a crucial requirement of preschool education, contributing to their holistic development and preparing them for first grade. This study uses a questionnaire-based survey combined with interviews with administrators and teachers at several preschools in Hanoi to assess their awareness, current situation, influencing factors, and to test methods of teaching life skills through play activities. The results show that administrators and teachers are highly aware of the importance of life skills education; however, implementation in practice is not uniform. Many aspects, such as designing play activities with life skills education goals, organizing self-protection scenarios, and coordinating with parents, are not carried out regularly. Furthermore, the level of influence of various factors is analyzed to propose six measures to improve the effectiveness of these activities. The proposed measures were assessed as having a high degree of necessity and feasibility, with the most notable being strengthening professional guidance and teacher training. The research results indicate that to improve implementation effectiveness, preschools need to simultaneously implement management measures, teacher training, improve the play environment, and enhance coordination between families and schools.