Tạp chí Giáo dục

Khuynh hướng tư duy sáng tạo của sinh viên: Một nghiên cứu khám phá bằng phân tích hồ sơ tiềm ẩn

Trần Dương Quốc Hòa — Sat, 05 Sep 2026 00:00:00 +0700

Creative thinking dispositions play a crucial role in encouraging students to apply their creative thinking skills actively and sustainably. However, the expression of these dispositions varies considerably depending on individual experiences and specific learning contexts. Using latent profile analysis, this study explores students’ creative thinking disposition profiles across six dimensions: curiosity, innovation seeking, self-discipline, courage, doubt, and flexibility. Data were collected from 574 students at six universities in Vietnam, utilizing the Marmara Creative Thinking Tendency Scale. The results revealed three distinct latent profiles: balanced, less-developed, and flexible creative thinking dispositions. Multinomial logistic regression analysis showed that gender and year in school significantly influence students’ likelihood of belonging to each profile. These findings highlight the heterogeneity of creative thinking dispositions among university students and suggest the need for differentiated educational strategies to foster creativity based on students’ individual profiles.

Ứng dụng Agent AI trong phát triển nhà trường thông minh: Tổng quan nghiên cứu và định hướng triển khai tại Việt Nam

Nguyễn Hữu Trí, Nguyễn Phương Thảo, Lê Ngọc Phượng, Trương Văn Thạo, Trần Trung — Sat, 05 Sep 2026 00:00:00 +0700

The rapid development of Generative Artificial Intelligence (Generative AI) and Agent AI has created new opportunities for digital transformation and the development of smart schools. However, existing studies mainly focus on isolated applications of Agent AI in teaching, learning, or educational management, while comprehensive reviews and integrated architectural models suitable for the Vietnamese educational context remain limited. This study employs a structured literature review method, combined with qualitative content analysis, to synthesize, analyze, and systematize research on AI agents in smart schools. Relevant publications were collected from Scopus, Web of Science, IEEE Xplore, SpringerLink, ScienceDirect, and Google Scholar, with the inclusion criteria covering peer-reviewed publications from 2020 to 2025 directly related to the research topic. The findings indicate that Agent AI is evolving from task-oriented AI assistants toward multi-agent ecosystems capable of autonomous planning, collaboration, and orchestration across educational activities. Based on the synthesized evidence, this paper proposes a conceptual Agent AI ecosystem model for Vietnamese smart schools, consisting of five functional layers and specialized agents supporting teaching, learning, assessment, research, educational management, and digital services. The proposed model provides a theoretical foundation and practical orientation for future research and implementation of Agent AI in educational institutions, contributing to the digital transformation of education in Vietnam.

Đề xuất bước đầu khung năng lực hiểu biết trí tuệ nhân tạo cho học sinh phổ thông: Tổng quan quốc tế và hàm ý thích ứng tại Việt Nam

Đặng Minh Tuấn — Sat, 05 Sep 2026 00:00:00 +0700

Artificial intelligence, particularly generative AI, is transforming how students learn, create, and evaluate information. In Vietnam, the 2018 General Education Curriculum, the 2025 Digital Competency Framework, and domestic research have laid an important foundation, but a more implementable AI understanding framework is still needed. Using a framework-based overview method, combined with policy analysis, this paper selectively synthesizes international frameworks, peer-reviewed research, policy guidance, and research from Vietnamese education journals. The paper employs clear inclusion/exclusion criteria and proposes the V-AILit-K12 Framework comprising four domains, 16 component competencies, and three levels of development. V-AILit-K12 serves as a bridge for implementation, not a replacement, for existing digital or artificial intelligence competency frameworks. The V-AILit-K12 framework connects evidence of AI understanding with the requirements of the general education curriculum, ensuring authentic and transparent assessment of AI use and governance in schools. The paper also proposes further validation of the framework through expert opinions, classroom testing, and empirical verification in subsequent studies.

Thiết kế và tổ chức chu trình giao tiếp số trong dạy học viết bài văn nghị luận về một tác phẩm nghệ thuật cho học sinh lớp 11

Nguyễn Thị Hiên, Nguyễn Ngọc Chi — Sat, 05 Sep 2026 00:00:00 +0700

In the context of the 2018 General Education Curriculum for Literature, which emphasizes the development of language competence, the teaching of argumentative writing on works of art in Grade 11 continues to exhibit limitations due to its predominantly monologic nature and the lack of authentic communicative contexts. Accordingly, this study employs a combination of theoretical inquiry, practical analysis, and pedagogical experimentation to design a digital communication cycle aimed at restructuring the writing process. Quantitative findings indicate that the integration of digital tools such as Canva, Padlet, and social media platforms created authentic communicative environments that fostered interaction, critical discussion, and multidirectional academic dialogue throughout the writing process. As a result, the mean writing score of the experimental group increased from 6.15 to 7.95 (an improvement of 1.80 points), substantially exceeding the gain observed in the control group (0.43 points), with the difference reaching statistical significance (p = 0.000 < 0.01). The study contributes to the theoretical foundation for organizing interactive learning spaces in digital writing instruction while proposing a feasible pedagogical model to support teachers in implementing writing activities aligned with contemporary digital communication contexts. Future research should further examine the model’s long-term effects on other language skill domains within the curriculum.

Khó khăn của học sinh yếu kém môn Toán đối với bài toán thực tiễn: Nghiên cứu tại một số trường trung học phổ thông ở Thành phố Hồ Chí Minh

Nguyễn Thị Thu Hà, Hoa Ánh Tường, Nguyễn Văn Thuận, Nguyễn Hữu Hậu — Sat, 05 Sep 2026 00:00:00 +0700

Practical problems play a crucial role in developing mathematical modeling skills for students in the 2018 General Education Mathematics Curriculum. However, low-achieving students often face difficulties in approaching these problems due to limitations in foundational knowledge, information processing abilities, and psychological barriers to learning. This study used a mixed-method approach on 52 weak mathematics students at two high schools in Ho Chi Minh City. Based on the results obtained, the paper proposes three pedagogical approaches: supporting students in identifying and connecting information in practical problems; supporting the establishment of mathematical models through visualization and cooperative learning; and building a psychologically safe learning environment based on a culture of learning from mistakes. The results show that supporting weak students requires a simultaneous approach from both cognitive and psychological perspectives. This article contributes to broadening the perspective on the difficulties faced by academically weak students in solving practical problems, while also providing a basis for designing teaching methods to improve learning effectiveness and their participation in problem-solving.

Phát triển đề cương học phần theo chuẩn đầu ra và tiếp cận CDIO cho nhóm học phần lí luận và phương pháp dạy học Toán trong đào tạo giáo viên Toán hệ tài năng

Nguyễn Thị Mỹ Hằng — Sat, 05 Sep 2026 00:00:00 +0700

In the context of higher education institutions promoting outcome-based training, the development of course syllabi that ensure consistency between learning outcomes, teaching content, teaching methods, and assessment still poses many limitations, especially for pedagogical training courses in mathematics education programs. This paper uses a combination of document analysis and educational design research to develop a process for developing outcome-based course syllabi and the CDIO approach for Theory and Methodology of Mathematics Teaching courses in the Gifted Mathematics Teacher Training program at Vinh University. The process is illustrated through a Teaching Mathematics Methodology course, demonstrating the ability to concretize the program's learning outcomes into course outcomes, content, learning activities, and assessment systems according to a unified process. This article contributes to the theoretical and practical basis for the development and improvement of course syllabi in line with quality assurance, and serves as a reference in teacher education programs.

Tiếp cận quá trình siêu nhận thức trong giảng dạy học phần Toán kinh tế: Định hướng phát triển năng lực tự học và giải quyết vấn đề cho sinh viên

Lê Thị Ngọc Hạnh, Hoàng Khoa Nam — Sat, 05 Sep 2026 00:00:00 +0700

In the context of competency-based higher education reform, particularly the development of students’ self-regulated learning and problem-solving skills in Econometrics courses, this study seeks to propose a metacognitive instructional model for teaching. Using theoretical research methods, literature analysis and synthesis, and instructional model design, the study develops a three-phase framework - planning, monitoring, and reflection – based on the theoretical foundations of Flavell (1979), Schraw and Dennison (1994), and Mevarech and Kramarski (2014). This framework is designed to integrate metacognitive activities with key components of self-directed learning and problem-solving competencies in Econometrics instruction. The findings indicate that embedding metacognitive questioning into each step of problem-solving supports the orientation and development of students’ self-regulation skills. Accordingly, the study emphasizes metacognition as an important pedagogical tool for enhancing instructional effectiveness and fostering active learning at the tertiary level.

Thiết kế câu hỏi theo định hướng PISA nhằm phát triển năng lực vận dụng kiến thức, kĩ năng đã học cho học sinh trung học cơ sở trong dạy học môn Khoa học tự nhiên

Đoàn Ngọc Lâm, Lại Phương Liên — Sat, 05 Sep 2026 00:00:00 +0700

In teaching Natural Sciences under the 2018 General Education Curriculum, developing students’ competence in applying acquired knowledge and skills requires teachers to design questions situated in real-life contexts that require students to use scientific knowledge to solve problems. This article proposes a framework and a procedure for designing PISA-oriented questions to support the development of this competence among Grade 7 students. Document analysis was combined with a survey of 30 Natural Sciences teachers and 227 Grade 7 students in Hanoi; the application of the proposed procedure is illustrated through the chapter “Metabolism and Energy Transformation in Living Organisms”. The survey data show that knowledge-recall questions are still used more frequently, whereas PISA-oriented and interdisciplinary questions remain limited; teachers also face difficulties due to the lack of specific instructional materials. Based on theoretical and practical evidence, the article develops an integrated matrix comprising four competence components and three cognitive levels. It proposes a six-step procedure for designing PISA-oriented questions. This proposal provides a reference for teachers in designing questions aligned with the expected learning outcomes, thereby contributing to the competence-based assessment reform in Natural Sciences teaching.

Xây dựng quy trình và khung kế hoạch bài dạy các chủ đề tích hợp môn Lịch sử và Địa lí ở trường trung học cơ sở theo mô hình giáo dục STEAM

Lê Thị Dung, Nguyễn Thị Thế Bình, Nguyễn Mạnh Hưởng — Sat, 05 Sep 2026 00:00:00 +0700

In the context of competency-based educational reform, implementing the STEAM educational model in teaching integrated themes of History and Geography at the secondary education level plays a crucial role in enhancing teaching effectiveness and strengthening students' ability to apply knowledge to reality. However, many teachers currently face numerous difficulties in selecting integrated content, designing learning activities, and developing lesson plans according to the STEAM model. This study utilizes methods of document analysis and synthesis, practical surveys, and expert consultation to establish a workflow for implementing the STEAM model and to propose a lesson planning framework tailored to the specific characteristics of the subject. The research results have proposed a 6-step process and built a lesson planning framework for integrated History and Geography themes, drawing upon Official Dispatch No. 5512/BGDĐT-GDTrH and applying the 6E instructional model. The study contributes to the theoretical foundation for the application of STEAM education in integrated History and Geography teaching at lower secondary schools.

Khung phân loại và công cụ sơ đồ hóa chương trình đào tạo cử nhân Ngôn ngữ Anh tại Việt Nam theo mô hình học tập tích hợp công việc

Đậu Thị Lê Hiếu, Lê Hiếu Học — Sat, 05 Sep 2026 00:00:00 +0700

Work-Integrated Learning (WIL) is increasingly viewed as an important pedagogical strategy for connecting academic knowledge with professional contexts. In Vietnam, many academic language programs have incorporated workplace/internships, or other professional activities; however, the level of “integration” remains uneven and there is a lack of curriculum review tools. This paper conducts a scoping review to synthesize key concepts and the scope of WIL - systematize WIL typologies based on workplace, modes of delivery, and authenticity, and propose a curriculum mapping tool along with an integration-level scale to support program review at the Faculty of Foreign Languages, Hanoi University of Science and Technology. The findings indicate that WIL models can be broadly categorised into “placement” and “non-placement”, including direct/traditional, remote, virtual, and simulated formats. This research contributes a review framework to support the identification of the level of WIL integration, pinpoint bottlenecks, and guide improvements to training programs based on evidence.

Khám phá sự chấp nhận của sinh viên quốc tế đối với DeepSeek trong việc viết tiếng Anh như một ngoại ngữ (EFL) thông qua mô hình UTAUT2

Doãn Hoàng Mai, Trịnh Thị Đào — Sat, 05 Sep 2026 00:00:00 +0700

As AI reshapes language education, learners' actual reactions to new platforms like DeepSeek remain underexplored. To understand what motivates international students to embrace or avoid DeepSeek for academic writing, we applied the UTAUT2 model (Unified Theory of Acceptance and Use of Technology 2). The research surveyed 200 international students at Hanoi University. We found that their acceptance was moderate. Participants liked DeepSeek mainly because it improved their writing, was simple to navigate, offered accessible support, and made learning enjoyable. On the flip side, worries about future subscription fees, a lack of peer encouragement, and being stuck in old study routines acted as barriers. Nationality also played a huge role: Chinese students eagerly adopted the tool, while Japanese, Lao, and Korean peers remained noticeably skeptical. During interviews, students praised the saved time but did not hide their frustration with system bugs, sharing a genuine fear that over-relying on AI might undermine their independent thinking. Ultimately, this paper gives educators practical advice for encouraging smart technology habits.

Thiết kế hệ thống infographic giáo dục thói quen ăn uống lành mạnh cho trẻ 4-5 tuổi

Hà Thị Minh Tâm, Nguyễn Thị Phương Nga — Sat, 05 Sep 2026 00:00:00 +0700

Educating healthy eating habits for preschool children, particularly those aged 4-5, plays a fundamental role in shaping long-term nutritional behaviors and preventing diet-related diseases. However, conveying nutritional concepts through traditional methods is often limited due to the cognitive characteristics of young children. This paper investigates the design and application of Infographics as a visual educational tool to address this challenge. Based on the principles of developmental psychology and behavior change theories, the study demonstrates that Infographics help concretize abstract nutritional messages into vivid images. This assists 4-5-year-old children in easily identifying and distinguishing between healthy and unhealthy food groups, as well as educating them on food hygiene habits, among others. Furthermore, Infographics serve as an effective communication bridge between schools and families, fostering a cohesive educational ecosystem. The findings of this research provide a practical theoretical and applied foundation for preschool teachers and parents to innovate nutritional education methods.

Nâng cao năng lực số cho sinh viên Trường Đại học Giáo dục - Đại học Quốc gia Hà Nội thông qua hoạt động Câu lạc bộ Công nghệ giáo dục

Mai Quốc Trung, Phùng Thị Kim Anh, Phạm Huyền Trang, Tôn Quang Cường — Sat, 05 Sep 2026 00:00:00 +0700

Digital transformation in higher education in Vietnam is entering a phase of robust institutionalization, marked by the promulgation of the digital competence framework under Circular 02/2025/TT-BGDĐT. This study aims to design, implement, and assess the initial feasibility of an Educational Technology Club model as a non-formal, experience-based learning approach at VNU University of Education. The model operationalizes the six-domain digital competence framework into a practice-oriented extracurricular training program. The findings propose a four-module training framework alongside a five-layer semi-autonomous club structure that integrates collaboration between universities and technology enterprises, operating through a continuous improvement cycle. The study concludes that this model serves as an effective complementary solution to formal education, fosters lifelong learning, and holds strong potential for standardization and scalability across higher education institutions in the context of national digital transformation.

Mối quan hệ giữa sự thích ứng, mức độ tham gia và thành tích học tập của sinh viên trong bối cảnh giáo dục kĩ thuật: Nghiên cứu tại Đại học Bách khoa Hà Nội

Hoàng Thị Quỳnh Lan — Sat, 05 Sep 2026 00:00:00 +0700

In the context of strong digital transformation in Vietnam, along with the rapid development of digital technology and artificial intelligence, students need to develop adaptive capacity to meet new requirements of the learning and professional environment. The article aims to evaluate the relationship between adaptation to the academic environment at university level and academic achievement and class participation level of students at a technical university in Vietnam, where the training program must be continuously updated with changes in technology. The level of adaptation is assessed through the SACQ (Student Adaptation to College Questionnaire) scale; academic achievement measured by cumulative grade point average (CPA); Class participation levels are determined based on data on frequency of attendance in general, industry foundation, and industry support courses. Data were collected from 363 students, mainly in the first and second years with tests related to Pearson correlation analysis and one-way ANOVA, post hoc test. The results show that the level of adaptation to the academic environment has a correlation, although not strong, with academic achievement and level of class participation, especially with classes related to industry foundations, regardless of the number of accumulated credits. These findings clarify the role of adaptation in students' learning process, and provide a practical basis for designing models to support the transition from high school to university in Vietnam.

Đào tạo, bồi dưỡng giáo viên trong bối cảnh giáo dục 4.0: Nghiên cứu trường hợp tại Trường Đại học Sư phạm - Đại học Huế

Lê Hồ Sơn, Quách Nguyễn Bảo Nguyên — Sat, 05 Sep 2026 00:00:00 +0700

Teacher training and professional development face the need for comprehensive innovation in the context of Education 4.0. This research was conducted at Hue University of Education as a case study, combining document analysis and surveys of 235 lecturers, students, and teachers regarding teacher training and professional development activities. Education 4.0 creates many opportunities such as promoting the application of digital technology, diversifying training methods, strengthening academic connections, and supporting personalized learning. The results also highlight challenges related to technological competence, the lack of digital learning materials, infrastructure, and difficulties in implementing modern teaching models. This paper proposes solutions to improve the effectiveness of teacher training and professional development, such as: Innovating training programs towards developing digital competencies; Enhancing technological competence; Building a digital learning environment and strengthening coordination between teacher training institutions, secondary schools, and other stakeholders.

Mối liên hệ giữa năng lực số và hiệu quả giảng dạy, kiểm tra đánh giá của giảng viên: Nghiên cứu thực tiễn tại Trường Đại học Ngoại thương

Nguyễn Hồng Mai — Sat, 05 Sep 2026 00:00:00 +0700

In the context of the ongoing digital transformation in higher education, developing the digital competence of faculty members is considered a crucial factor in improving the quality of teaching and assessment. This study examines the relationships between individual dimensions of digital competence and the teaching and assessment effectiveness of lecturers at Foreign Trade University. Data were collected through a survey of 200 lecturers, yielding 191 valid responses, and were analyzed using SPSS and SmartPLS 4; the reliability and validity of the measurement model and the proposed relationships were tested using PLS-SEM with Bootstrapping. The findings indicate that digital resource competence and digital professional engagement are positively and significantly associated with assessment effectiveness at the 5% significance level, while digital teaching competence shows a positive association at the 10% significance level. Regarding teaching effectiveness, competence in fostering learners’ digital competence, digital teaching competence, and digital professional engagement show positive and statistically significant relationships at the 5% level. The study provides empirical evidence from Foreign Trade University and offers a basis for developing lecturers’ digital competence according to specific competency dimensions.

Tích hợp trí tuệ nhân tạo vào nghiên cứu bài học trong đào tạo giáo viên tiểu học: Kết quả từ một nghiên cứu thực nghiệm tại Trường Đại học Thủ Dầu Một

Võ Thị Ngọc Trâm, Kiều Văn Hoan — Sat, 05 Sep 2026 00:00:00 +0700

The development of Artificial Intelligence (AI) is opening up new opportunities in teacher training. However, the integration of AI into Lesson Study (LS) models still lacks empirical evidence, especially in primary school teacher training. This study assesses the impact of integrating AI into Lesson Study on the development of teaching competencies of primary education students at Thu Dau Mot University through a controlled experimental design. The results show that the experimental group achieved higher improvement than the control group in all three competency components: lesson design and organization, lesson reflection and improvement, and creation and use of digital learning materials; the differences were statistically significant. Research results also show that integrating AI into the LS cycle can support teachers in lesson design, reflection and improvement of teaching activities, while enhancing their creativity and use of digital learning materials. The study's findings add empirical evidence to the integration of AI into lesson study in primary school teacher training and suggest an approach that aligns with the demands of teacher training innovation in the context of digital transformation.