Tạp chí Giáo dục

Nâng cao năng lực hội nhập quốc tế cho cán bộ quản lí giáo dục phổ thông Việt Nam: Bối cảnh và giải pháp

Nguyễn Thùy Vinh, Trần Thị Phương Nam, Đào Thanh Hải, Nguyễn Đức Ca — Tue, 07 Jul 2026 00:00:00 +0700

In the context of globalization and educational reform, international integration has become increasingly essential for administrators of general education institutions in Vietnam. Enhancing international integration competence enables them to access advanced educational management trends, apply modern governance models, and contribute to improving school performance to meet the country’s socio-economic development and international integration demands. This study analyzes the factors influencing the professional competencies of school administrators in the context of global integration and proposes measures to strengthen their management and leadership capacities in alignment with contemporary educational reform trends. The research primarily employs secondary data analysis, drawing on existing policies, regulations, and national and international literature to establish a scientific foundation for developing the professional competence of general education administrators. Research findings indicate that international integration competence among school administrators is a multi-component construct, combining professional knowledge, pedagogical capacity, digital competence, foreign-language proficiency, professional attitudes, and development motivation.

Kiểm định chất lượng chương trình đào tạo trong giáo dục đại học Việt Nam: Xu hướng, khoảng trống và một số giải pháp thúc đẩy

Nguyễn Hòa Huy, Vũ Duy Nam — Sun, 05 Jul 2026 00:00:00 +0700

In the context of international integration, higher education quality has become an increasing concern, requiring system-wide improvement. This study analyzes the current status and trends of training program accreditation in Vietnam during the period 2017-2025, based on publicly available secondary data from domestic accreditation agencies, covering 2,539 valid programs assessed under Circular 04/2016/TT-BGDĐT. The study employs secondary data analysis combined with descriptive statistics, trend analysis, and comparative analysis across institutional types. The findings indicate a rapid growth in the number of accredited programs, particularly after 2019. Research results also suggest that aspects related to learner support and academic staff tend to achieve higher scores, while those concerning curriculum structure and outcome-based approaches reveal notable limitations. Differences between public and private higher education institutions are observed across several specific criteria. Based on these findings, the study provides overall system-level insight into accreditation practices in Vietnam and offers several implications for improving training program quality in the current context.

Xét học bạ trong tuyển sinh đại học: Thực tiễn, vấn đề và giải pháp từ kinh nghiệm quốc tế

Vũ Trường An, Phạm Quang Minh, Phạm Thị Thuý Hồng — Tue, 07 Jul 2026 00:00:00 +0700

The 2018 Higher Education Law significantly expands university autonomy in Vietnam, triggering the increasing adoption of transcript-based admissions. While intended to promote holistic assessment, this method faces reliability issues due to systemic grade inflation, raising concerns over fairness. This study analyzes the causes and consequences of grade inflation through the lens of psychometric reliability and validity. Using document analysis and comparative case studies, the research proposes a structural reform framework based on international best practices. Key proposals include the nationwide implementation of a standardized “School Profile” to provide contextual data and the piloting of an “Assessment Moderation” system to account for academic rigor. These solutions aim to shift policy from reactive measures to institutional approaches that contextualize student achievement. By incentivizing transparency over grade inflation, these mechanisms can restore the credibility of high school transcripts and enhance equity in higher education admissions.

Tổng quan các yếu tố ảnh hưởng đến mức độ gắn kết với nghề của giáo viên

Trần Thị Thu Hương, Tống Kim Hoàng, Đào Thùy Linh, Đỗ Thùy Linh, Vũ Hiểu Minh — Sun, 05 Jul 2026 00:00:00 +0700

Teachers’ professional commitment plays a crucial role in maintaining workforce stability, enhancing teaching quality, and ensuring the sustainable development of education systems. This study employs a literature review approach to systematize theoretical foundations and empirical evidence, both domestically and internationally, regarding the factors influencing teachers’ professional commitment. The findings identify four main groups of factors: individual factors, school working environment, job characteristics, and policy-societal factors. Moreover, the results indicate that teachers’ professional commitment is a multidimensional phenomenon shaped by the interaction among personal resources, organizational conditions, and broader policy contexts. This study contributes to consolidating existing knowledge, providing a foundation for future research, and offering managerial implications for enhancing motivation and sustaining teachers’ long-term commitment to the profession.

Xu hướng nghiên cứu về kỹ năng giao tiếp của trẻ mẫu giáo trong hoạt động vui chơi

Vũ Thúy Hoàn — Sun, 05 Jul 2026 00:00:00 +0700

Communication skills represent a foundational domain in the development of children aged 5-6, particularly within play activities - a context where children employ language, social interaction, imitation, and joint attention. Despite the growing interest in this topic, the comprehensive landscape of its knowledge structure and developmental trends has yet to be fully systematized. This study employs bibliometric analysis using Scopus data to identify publication trends, prominent contributing countries, and key thematic clusters in research regarding the communication skills of 5-6-year-olds during play. The results indicate a significant increase in publication volumes since 2006, reaching a peak in 2024. The United States leads in both total publications and the number of corresponding authors. Keyword co-occurrence analysis reveals prominent thematic axes, including autism, social communication, joint attention, play, language, imitation, intervention, and preschool education. Notably, joint attention serves as a central bridging concept among these clusters. Play activities serve not only as an educational context but also as a central analytical framework for approaching communication development in children aged 5-6. Nevertheless, the research field currently leans heavily toward children with autism spectrum disorder (ASD), while studies on typically developing preschoolers remain limited. These findings provide an academic foundation, inform policy orientation, and facilitate designing preschool curricula through a communication-centered approach.

Một số hướng vận dụng lí thuyết tải nhận thức trong dạy học đọc hiểu thơ có yếu tố tượng trưng cho học sinh lớp 11

Nguyễn Thị Ngọc Thúy, Nguyễn Mỹ Quỳnh Phương, Nguyễn Quỳnh Như, Trần Bảo Ngọc — Sun, 05 Jul 2026 00:00:00 +0700

In the 2018 General Education Curriculum for Literature, reading comprehension plays a central role in developing students’ linguistic and literary competencies. In Grade 11, interpreting poetry with symbolic elements requires students to engage in complex cognitive processes, thereby demanding appropriate instructional designs. The Cognitive Load Theory provides a scientific foundation for optimizing the design and implementation of teaching activities. This study employs a questionnaire survey with teachers from several upper secondary schools in Ho Chi Minh City to examine their awareness and application of Cognitive Load Theory in teaching symbolic poetry reading. Based on the findings, the study proposes several approaches to applying this theory to support Grade 11 students in managing cognitive load, thereby improving instructional effectiveness. The results not only contribute to enhancing the quality of reading comprehension instruction but also provide a basis for further research and experimentation to refine the application of Cognitive Load Theory in Literature education.

Một số biện pháp tích hợp yếu tố giáo dục tài chính trong dạy học môn Toán ở tiểu học

Mai Thị Hiền, Đỗ Tiến Đạt — Sun, 05 Jul 2026 00:00:00 +0700

In the context of current reforms in general education, which emphasize the development of students’ qualities and competencies, financial education is considered a necessary component to help students form preliminary financial knowledge. At the primary school level, Mathematics teaching offers favorable conditions for integrating financial education through performing mathematical operations and solving practical problems. This paper proposes two measures for integrating financial education into primary school mathematics teaching, namely (1) designing integrated financial education content and (2) developing methods for financial education within the teaching and learning process. Illustrative examples underscore that integration can be flexibly implemented in introductory, knowledge formation, practice, and application activities. This paper contributes to concretizing the integration of financial education in primary school mathematics teaching and suggests some directions for instructional implementation.

Xây dựng học liệu số trong dạy học chủ đề “Hình học không gian” (Toán 11) theo mô hình lớp học đảo ngược

Sun, 05 Jul 2026 00:00:00 +0700

The flipped classroom model allows students to proactively acquire knowledge before class through digital resources, which we call Digital Learning Materials (DLMs). Depending on the requirements of each lesson content, teachers need to know how to construct a suitable DLM repository to teach effectively using the flipped classroom model. This study proposes a process for building a DLM repository for the topic of spatial geometry and provides empirical evidence in the case of the lesson “Two Parallel Planes” through a survey of 45 11th-grade students. Research results show that the students were interested in and used the DLM effectively. The findings serve as a useful reference for mathematics teachers in their teaching and as a basis for developing digital learning resources for other topics and subjects.

Đề xuất các giải pháp thúc đẩy niềm tin của giáo viên trung học về ứng dụng công nghệ thông tin trong dạy học môn Toán

Dương Hữu Tòng, Lê Viết Minh Triết, Bùi Phương Uyên, Lư Kim Ngân — Sun, 05 Jul 2026 00:00:00 +0700

Fostering mathematics teachers' positive beliefs about the application of information technology in mathematics teaching enhances teaching effectiveness in the era of digital transformation. Based on theoretical research and an evaluation of relevant prior studies, this study proposes solutions to promote the beliefs of high and secondary school teachers regarding the application of information technology in teaching mathematics. The proposed measures focus on (1) activating teachers' beliefs about the role of information technology in teaching mathematics, (2) strengthening teachers' confidence in their own competence in using it, and (3) building positive social norms within schools and subject departments regarding its use. This study also offers important implications for teachers' professional development and for digital transformation policies in education.

Thái độ học tập môn Hóa học của học sinh trung học phổ thông: Chuẩn hóa thang đo và nghiên cứu đối chiếu vùng miền

Phan Đình Thái Huy, Đào Thị Hoàng Hoa, Nguyễn Hoàng Gia Khánh — Sun, 05 Jul 2026 00:00:00 +0700

The 2018 General Education Curriculum transitions Chemistry into an elective, career-oriented subject, creating an urgent need to develop and validate a new attitude measurement scale that accurately reflects students’ psychological shifts and competency-based orientations. This study standardizes an attitude measurement scale toward learning Chemistry under the 2018 General Education Curriculum and compares 477 high school students in Ho Chi Minh City and Dak Lak province by using EFA, independent t-test, and ANOVA. A five-factor scale was established. Results indicate an attitudinal divergence: the students in Ho Chi Minh City reported higher exam pressure and test-oriented focus, whereas their peers in Dak Lak maintained stronger interest in practical experiments and real-world applications. Academic competition in Ho Chi Minh City is undermining the motivation for experimental study. Expanding the sample size to more provinces and cities, and combining it with qualitative research methods in subsequent research directions will contribute to a clearer understanding of the psychological factors affecting the learning process, thereby providing a basis for proposing measures to improve the effectiveness of chemistry education.

Xây dựng khung năng lực giải quyết vấn đề trong lập trình cho sinh viên ngành Công nghệ thông tin tại Việt Nam: Một tiếp cận tích hợp đa lí thuyết

Nguyễn Đình Thọ, Nguyễn Phương Chi, Phạm Thọ Hoàn — Sun, 05 Jul 2026 00:00:00 +0700

Programming problem-solving competence is recognized as a core competency for Information Technology students in the digital era. However, the lack of a systematic framework integrating international theories with the Vietnamese higher education context has hindered the identification of learning outcomes and the development of comprehensive assessment instruments. This study employs a theoretical research methodology and document analysis following a four-step procedure, adopting an integrative approach drawing on eight theoretical foundations to capture the multidimensional nature of Programming problem-solving competence. The study proposes a framework comprising five key components: (1) problem analysis and understanding; (2) algorithmic solution design; (3) program implementation; (4) testing and debugging; and (5) evaluation and optimization. The framework is operationalized into 20 criteria across four developmental levels, aligned with the Vietnamese Qualifications Framework and the cultural characteristics of Vietnamese education. These findings contribute to the theoretical advancement of IT education and provide a solid foundation for curriculum design and competency-based assessment. Future research can focus on developing detailed rubrics and validating the framework through empirical studies.

Đề xuất mô hình dạy học đồng sáng tạo kết hợp con người - TRIZ - AI chatbot trong dạy học Tin học

Nguyễn Thế Dũng — Sun, 05 Jul 2026 00:00:00 +0700

In the context of the increasing impact of artificial intelligence (AI) on education, innovating teaching models to develop creative thinking and the ability to design learning activities for teacher students has become an urgent requirement. This paper proposes a co-creative teaching model integrating Human - TRIZ - AI Chatbot in Computer Science teaching. The research was conducted with an educational design research approach, combining theoretical analysis, modeling, and expert consultation. The model consists of six structural components and a five-stage co-creation process, in which the learner plays a central role, TRIZ acts as a methodology for developing structured creative thinking, and the AI Chatbot is considered an intelligent partner supporting interaction and idea expansion. The results of consultations with 16 experts show that the model has a scientific basis, pedagogical validity, and high feasibility, especially in the complementarity between TRIZ and AI in designing teaching activities. This research contributes to supplementing the theoretical framework of co-creative teaching in the context of digital education, while also providing guidance for implementing an integrated AI teaching model in informatics teaching.

Vai trò của công cụ AI trong việc hỗ trợ tính tự chủ học tập tiếng Anh: Nhận thức của sinh viên tại Phân hiệu Trường Đại học Ngoại thương - Thành phố Hồ Chí Minh

Vương Lý Tố Như, Đào Quốc Phương, Phạm Thanh Tuấn — Sun, 05 Jul 2026 00:00:00 +0700

The widespread use of technology has opened up new approaches to enhance teaching and learning effectiveness. This development has fostered the prevalence of Artificial Intelligence (AI)-powered tools, which have had a significant impact on university students’ English language learning. While previous studies have primarily emphasized the role of AI in improving language skills, limited research has examined its impact on learner autonomy. Therefore, this study aims to explore students’ perceptions of the relationship between the use of AI tools and the components of learner autonomy in English language learning. A mixed-methods approach was employed, combining quantitative data collected through a questionnaire and qualitative data from open-ended questions. Survey data from 186 students at the Ho Chi Minh City Campus of the Foreign Trade University were analyzed using SPSS and thematic analysis. The findings indicate that students hold positive perceptions of the role of AI in supporting learner autonomy, particularly in terms of self-directed learning, self-assessment, and intrinsic motivation. Additionally, the study identifies several challenges in fostering learner autonomy and offers practical implications for policymakers and educators in integrating AI into higher education.

Tác động của hình thức đánh giá qua hồ sơ học tập đến thái độ và năng lực sử dụng tiếng Anh của sinh viên cao đẳng học nghề: Một nghiên cứu bán thực nghiệm

Nguyễn Lê Anh Khoa, Trần Quang Bảo Phúc — Sun, 05 Jul 2026 00:00:00 +0700

Although global education increasingly emphasizes formative assessment, many vocational colleges in Vietnam still maintain traditional examinations. Consequently, this often leads to rote learning and hinders the comprehensive development of students. In response to this issue, this study explores the impact of portfolio assessment on the academic performance and attitudes of vocational college students. The research employs a quasi-experimental mixed methods approach over eight weeks, involving 111 A2-level non-English-major students at Cao Thang Technical College, who were divided into an experimental group (N=57) and a control group (N=54). Regarding the quantitative results, Independent Samples T-tests revealed that the experimental group achieved higher final scores than the control group (6.53 compared to 5.84; p = .001). Likewise, Paired Samples T-tests showed a significant improvement within the experimental group, with scores increasing from 5.02 to 6.53 (p < .001). Furthermore, Pearson correlation analysis indicated a strong positive relationship between learning attitudes and academic outcomes (r = .932). In addition to these findings, qualitative data suggested that the implementation of portfolio assessment appeared to promote more optimistic learning attitudes as well as greater learner autonomy in English language learning. Overall, these findings indicate that portfolio assessment has a positive impact on both students’ academic performance and learning attitudes. Nevertheless, to ensure its effective implementation, educators still need to establish clear assessment criteria, provide specific guidelines, and integrate appropriate technology support.

Thực trạng tham gia và hành vi giao tiếp của trẻ 18–36 tháng tuổi chậm nói tại một số trường mầm non ở Hà Nội

Đinh Thanh Tuyến — Sun, 05 Jul 2026 00:00:00 +0700

Early language development between 18-36 months represents a critical window for vocabulary growth and social communication. However, an increasing number of late talkers has been reported in Vietnam, particularly following the COVID-19 pandemic. This study employs a cross-sectional descriptive design combined with inferential statistics (Chi-square, t-test, effect size analysis) to examine participation and communication behaviors of 60 late-talking toddlers in preschools in Hanoi. Findings indicate that most children demonstrated limited active participation and relied heavily on nonverbal communication behaviors. Participation level is significantly associated with sustained interaction (χ² = 8.74, p = .013; Cramer’s V = .27). Independent t-test results reveal a very large effect size (d = 1.65), demonstrating substantial differences in communication behaviors between actively engaged and less engaged children. The results suggest that meaningful participation plays a decisive role in shaping communication behaviors, rather than vocabulary size alone. These findings support socio-interactionist theory and provide empirical evidence for developing active support models in Vietnamese early childhood education.

Khó khăn về chú ý, kiểm soát hành vi và thích ứng học đường của học sinh có biểu hiện rối loạn tăng động giảm chú ý: Nghiên cứu tại một số trường tiểu học hòa nhập xã Bình Hưng, Thành phố Hồ Chí Minh

Phan Thái Hiệp — Sun, 05 Jul 2026 00:00:00 +0700

Students with symptoms of attention-deficit/hyperactivity disorder (ADHD) in inclusive primary schools often experience difficulties related to attention and behavioral control, which are associated with their school adaptation. The study aims to examine the levels and relationships among attention difficulties, behavioral control, and school adaptation. A cross-sectional quantitative design was employed, involving 128 primary school students, with data analyzed using descriptive statistics, Pearson correlation, and linear regression. The findings indicate that the students exhibited relatively high levels of attention difficulties (M = 3.64; SD = 0.58) and behavioral control difficulties (M = 3.46; SD = 0.65), while their level of school adaptation was moderate (M = 2.89; SD = 0.57). These difficulties were negatively correlated with school adaptation (r = -0.57 and r = -0.51; p < .01) and were statistically significant in the regression model. The findings also suggest that functional difficulties (attention and behavioral control) show stronger associations with school adaptation than overall ADHD symptoms. The study contributes to clarifying the role of proximal functional variables and suggests directions for supporting students in inclusive primary school contexts.

Hoạt động tư vấn học đường cho học sinh: Nghiên cứu thực trạng tại một số trường tiểu học xã Phong Nha, tỉnh Quảng Trị

Nguyễn Thị Mỹ Hạnh, Phạm Thị Thuý Hằng — Sun, 05 Jul 2026 00:00:00 +0700

The need for holistic student development and enhanced psychological support and life skills education has increasingly received special attention, especially for young students. A survey conducted using questionnaires and semi-structured interviews with a sample of 12 administrators, 167 teachers and non-teaching staff, and 36 parents at four primary schools in Phong Nha commune, Quang Tri province, revealed that while school counseling activities have been initially implemented, the level of implementation of content, methods, organizational forms, and evaluation of results is mainly at an “occasional” level. Support activities are carried out more frequently than individual psychological counseling and in-depth psychological assessments of students. The primary difficulties affecting the effectiveness of school counseling include a shortage of specialised staff, limitations in teachers’ professional counseling capacity, inadequate facilities, and ineffective coordination between schools, families, and society. This research contributes to supplementing the practical basis of school counseling activities at the primary school level within the local context, while also providing references for educational management and proposing directions to improve the effectiveness of school counseling for primary school students.

Quản lí đánh giá chương trình học phần “Tiếng Anh chuyên ngành Du lịch” theo tiếp cận mô hình PDCA: Nghiên cứu thực trạng tại một số cơ sở đào tạo cử nhân các ngành Du lịch

Nguyễn Thị Thanh Hà, Nguyễn Đức Sơn — Tue, 07 Jul 2026 00:00:00 +0700

In the context where Vietnam's higher education is firmly shifting towards outcome-based approach and international integration, the evaluation of the English for Tourism course has become a crucial requirement to ensure learners to achieve practical professional competencies. This study examines the process of developing the English for Tourism course at four universities which offer undergraduate programs in Tourism. The results show that the four institutions under question have implemented the management and evaluation of the English for Tourism course in line with outcome-based approach using the PDCA cycle, especially in the area of curriculum improvement. However, some aspects, such as mobilizing and coordinating resources for evaluating the English for Tourism course, and utilizing information technology, big data, and AI to support the evaluation process, remain limited. This study contributes to providing an important practical basis for managing and evaluating the outcome-based English for Tourism course, meeting the requirements of innovation and integration in higher education.