Tạp chí Giáo dục

Thực trạng hoạt động thực tập tốt nghiệp của sinh viên ngành Du lịch: Nghiên cứu tại Trường Cao đẳng Du lịch Nha Trang

Nguyễn Thị Phương Thảo, Nguyễn Doãn Thành — Mon, 20 Jul 2026 00:00:00 +0700

Internship plays a crucial role in tourism education, serving as a bridge between academic learning and real-world professional practice. However, in practice, internship activities still reveal certain limitations, particularly in terms of consistency across training programs and the alignment between internship tasks and students’ fields of study. This study aims to examine the current situation of internship activities among students at Nha Trang Tourism College. The research employs a survey method using structured five-point Likert scale questionnaires and descriptive statistical analysis. The findings indicate that internship activities are implemented at a fairly good level, with positive evaluations in terms of objectives, content, and supporting conditions. Nevertheless, several issues persist, including inconsistencies across majors and mismatches between internship tasks and specialized training. The findings offer practical evidence for improving internship activities and strengthening the connection between educational institutions and enterprises.

Cuộc thi Olympic Tiếng Anh trên Internet (IOE) trong bối cảnh chuyển đổi số giáo dục: Phân tích dữ liệu tham gia và xu hướng phát triển giai đoạn 2020–2024

Mon, 20 Jul 2026 00:00:00 +0700

In the context of progressive digital transformation in education and the growing demand to evaluate the effectiveness of online learning platforms, investigating the Internet Olympiads of English (IOE) has both theoretical and practical significance. This paper examines the development and impact of IOE in Vietnam’s general education system during the period 2020-2024. The study utilizes large-scale data from the IOE system, comprising approximately 3,450,652 test attempts by students from Grade 1 to Grade 12. The research methods include secondary data analysis, descriptive statistics, content analysis, and comparative synthesis. The findings highlight a significant increase in student participation, which was positively correlated with students' IOE test scores. The IOE system is also found to support comprehensive language proficiency assessment through digital technologies, thereby expanding access to foreign language learning opportunities. The study confirms the effectiveness of large-scale online learning and assessment platforms in enhancing language competence. It also suggests further improving IOE through personalized learning and enhanced assessment quality. Future research should focus on examining the long-term impact of digital platforms on students’ learning outcomes.

Vai trò của tự đánh giá trong bảo đảm chất lượng trường trung học phổ thông ở Việt Nam

Nguyễn Quang Tuấn, Nguyễn Đức Minh, Nguyễn Hữu Cương — Mon, 20 Jul 2026 00:00:00 +0700

In the context of fundamental and comprehensive educational reform, quality assurance has become an increasingly important goal of educational institutions. Self-evaluation is considered a key component of the quality assurance system; however, its role in Vietnamese upper secondary schools has not been thoroughly examined. This study employs a qualitative research design, using document analysis. The findings underscore that self-evaluation serves not only as a basis for external evaluation but also the school’s internal quality assurance system. Through self-evaluation, upper secondary schools can determine their current educational quality status; promote quality improvement, governance capacity, and a quality culture. Nevertheless, the implementation of school self-evaluation still faces several challenges related to stakeholders’ awareness, staff capacity, quality data systems, and the utilization of evaluation results. The article provides insights into the role of self-evaluation in quality assurance at the school level and highlights the need to shift from viewing self-evaluation primarily as a tool for accreditation to recognizing it as a permanent component of the internal quality assurance system. Such a shift is essential for promoting sustainable educational quality improvement.

Hoạch định nguồn nhân lực trong môi trường tự chủ ở các trường đại học công lập khu vực Đồng bằng sông Cửu Long

Đặng Thị Thu Liễu, Lê Khánh Tuấn, Trương Tấn Đạt, Lê Quang Minh — Mon, 20 Jul 2026 00:00:00 +0700

In the context of implementing university autonomy at public universities in the Mekong Delta region, human resource planning has become a crucial factor in ensuring effective governance and sustainable institutional development. This study aims to examine the current situation of human resource planning in public higher education institutions in the region using a mixed-methods approach involving 815 survey respondents and 22 in-depth interviews with administrators, lecturers, and staff members. The findings show that human resource planning is implemented at a relatively good level, with the measurement scale demonstrating high reliability (Cronbach’s Alpha = 0.97). However, a noticeable gap remains between planning and execution. The study highlights the need to strengthen both planning and implementation processes of human resource management in order to meet the requirements of university autonomy in the current context.

Học tập trải nghiệm trong dạy học môn Vật lí theo định hướng giáo dục vì sự phát triển bền vững: Một nghiên cứu tổng quan

Nguyễn Thị Nhị, Phạm Thị Phương Trang — Mon, 20 Jul 2026 00:00:00 +0700

Modern physics education is transforming to fulfil the Sustainable Development Goals. In this context, experiential learning is considered a promising learning model; however, academic evidence regarding its effectiveness and implementation barriers remains fragmented and unsystematic. This article presents a systematic review according to PRISMA standards through searching and filtering data from the Scopus database. Following a rigorous quality assessment process using the JBI tool, 12 published articles from 2015 to 2025 were selected for in-depth analysis. The analysis results show that experiential learning has a positive impact on the development of students’ critical thinking and awareness of learning environments. Both teachers and learners demonstrate positive attitudes, particularly an increase in motivation when connected to real-world situations. The research findings suggest that when implementing experiential learning in physics teaching, teachers should focus on designing activities linked to practical problems and sustainable development goals. At the same time, they need to prepare well the conditions for organizing and supporting students to participate actively instead of just passively observing.

Ứng dụng trí tuệ nhân tạo đa phương thức trong hoạt động đào tạo: Kinh nghiệm quốc tế và khuyến nghị

Đàm Thị Hiền — Mon, 20 Jul 2026 00:00:00 +0700

This article analyses international experience in applying multimodal artificial intelligence to training activities, focusing on technologies that combine text, audio, images, video, sensor data, and virtual or augmented reality environments. The study employs a structured literature review and qualitative content analysis of academic publications and policy documents published between 2018 and 2025. The findings indicate that multimodal AI is being adopted in four major ways: simulation-based experiential learning, multimodal learning analytics, personalised learning and intelligent feedback, and multimodal content creation and assessment. Implementation effectiveness depends on digital infrastructure, teachers’ pedagogical digital competence, data governance, and ecosystem collaboration. Drawing on international evidence, the article proposes a five-component framework for Viet Nam, including policy and governance, technological infrastructure, human capacity, curriculum and learning resources, and ecosystem partnerships. The paper concludes with policy implications for promoting effective, responsible, and sustainable adoption of multimodal AI in Vietnamese higher education.

Thuyết tự quyết, động lực học tập và sự gắn kết của người học: Trắc lượng thư mục từ dữ liệu Scopus và Web of Science

Lê Hiếu Học, Phùng Quang Anh, Đỗ Khánh Linh, Nguyễn Xuân Đại, Lê Hiếu Học — Mon, 20 Jul 2026 00:00:00 +0700

In the context of digital transformation in education, understanding student engagement through Self-Determination Theory is increasingly important. This study presents a bibliometric analysis of research on Self-Determination Theory, motivation, and student engagement from 2018 to 2025. Data from Scopus and Web of Science were integrated and standardized, resulting in 194 publications. Findings highlight a rapid growth in publication volume from 2024-2025, while citations peaking in 2022. Collaboration networks were centered around major research hubs, particularly China and the United States. Keyword analysis reveals a shift from traditional theoretical foundations toward digitally oriented applications, including online learning, e-learning, and gamification. The results provide a quantitative map of the field and identify emerging research directions, especially regarding autonomy-supportive practices in virtual environments. The study contributes a knowledge map providing empirical evidence of the central role of autonomy support in maintaining engagement within online and hybrid learning environments.

Phát triển năng lực tài chính trong kỉ nguyên số: Phân tích khung PISA và đề xuất triển khai giáo dục tài chính cho học sinh trung học Việt Nam

Phạm Quang Minh, Vũ Trường An, Nguyễn Minh Tuấn — Fri, 17 Jul 2026 00:00:00 +0700

The study is motivated by the theoretical necessity of recognizing financial literacy as an essential 21st-century life skill; however, from a practical standpoint, the implementation of financial education within Vietnam's General Education Curriculum 2018 still exhibits strategic gaps that require refinement. The research employs document analysis and synthesis, along with comparative analysis, to clarify the PISA financial literacy framework and to compare it with Vietnam’s 2018 General Education Program. Accordingly, the research proposes a Core Content Framework based on the adjustment of PISA’s four domains, focusing on addressing critical issues prevalent in Vietnam’s digital age. To ensure feasibility and effectiveness, a comprehensive implementation strategy is constructed through three main pillars of action. The synchronized application of these solutions is expected to enable financial education to achieve a dual objective: fulfilling the goals of developing learners’ qualities and competencies of the Vietnam’s General Education Curriculum 2018, while simultaneously equipping learners with the capacity to adapt to the fast-moving, practical demands of the digital economy.

Phát triển năng lực giáo dục kĩ năng sống cho giáo viên tiểu học thông qua sinh hoạt chuyên môn theo “Nghiên cứu bài học”

Nguyễn Thị Dung, Trần Thị Yên — Mon, 20 Jul 2026 00:00:00 +0700

To develop students' comprehensive abilities and enhance their adaptability to the rapid changes of modern society, teachers' competence in teaching life skills has become an essential requirement. This study proposes and experimentally tests a process for developing life skills education competencies for primary school teachers through professional development activities based on “Lesson Study”. The research combines qualitative and quantitative methods with an experiment conducted on 40 primary school teachers in Hanoi. The results show a significant improvement in teachers' ability to design and implement life skills education activity plans after the experiment. Statistical testing confirms a significant difference between before and after the experiment. The study contributes to supplementing the theoretical and practical basis for developing life skills education competencies for primary school teachers in the context of current educational reforms.

Xây dựng mô hình cấu trúc năng lực viết văn của học sinh lớp 5 theo tiếp cận năng lực

Nguyễn Thị Hằng, Lê Phương Nga — Mon, 20 Jul 2026 00:00:00 +0700

Writing competence plays a foundational role in the development of language capacity and higher-order thinking, particularly in Grade 5, a critical transitional stage in primary education. However, the structure of writing competence within a competency-based approach has not been sufficiently systematized in Vietnamese educational research, leading to limitations in instructional design and assessment practices. This study aims to develop and conceptualize a competency-based framework for Grade 5 students’ writing competence. The research adopts a qualitative design, employing a narrative literature review combined with content analysis and modeling, drawing on theoretical perspectives on writing instruction, international assessment frameworks, and the requirements of the 2018 General Education Curriculum. The findings help propose a structural model consisting of five interrelated components: (1) idea generation, (2) organization of content, (3) linguistic expression, (4) grammatical accuracy, and (5) revision competence. The proposed framework contributes to clarifying the multidimensional nature of writing competence in primary education and provides initial implications for designing instructional activities and developing competency-based writing assessment criteria.

Nghiên cứu đề xuất quy trình dạy học theo định hướng tìm tòi – khám phá trong dạy học chủ đề “Con người và sức khoẻ” (môn Khoa học 5) nhằm phát triển năng lực khoa học tự nhiên cho học sinh

Nguyễn Minh Giang, Trần Khánh Vân — Mon, 20 Jul 2026 00:00:00 +0700

Inquiry-based learning, rooted in behavioral theory and constructivist teaching, emphasizes the active role of learners in constructing knowledge through experience, questioning, and exploring their surroundings. Based on this, the study applies the 6-step teaching process of the inquiry-based learning approach in primary school to develop a lesson plan on the topic of “Humans and Health” in the 5th grade Science subject and conducts an experiment to evaluate its feasibility and effectiveness. Data from survey questionnaires and pre- and post-experiment evaluation forms were collected and processed using SPSS for analysis, comparison, and evaluation of the results. Experimental results show that students develop all three components of scientific competence, especially the component of applying learned knowledge and skills, meeting the learning objectives of the subject. This result provides a basis for further research and application of this approach in Science topics using the 6-step teaching process and other subjects to improve the quality of education.

Giáo dục tài chính cho học sinh thông qua dạy học bài toán gửi tiết kiệm tích lũy (Toán 11)

Nguyễn Hữu Hậu, Trần Thị Ngọc Trâm, Hoa Ánh Tường, Trịnh Thị Lê Mai — Mon, 20 Jul 2026 00:00:00 +0700

In the context of increased attention to financial education aimed at helping students develop appropriate financial understanding and decision-making skills, incorporating practical financial scenarios in mathematics teaching has become a meaningful approach. The content of "Accumulated Amount of an Annuity" (Mathematics 11) facilitates the organization of students’ learning to solve savings accumulation problems linked to real-life financial goals. This study proposes a five-step teaching process for solving savings accumulation problems related to this specific content: identifying the problem in a financial context; building a mathematical model; solving the mathematical problem; interpreting and evaluating the results in a financial context; and extending and applying the solution to other financial contexts. This paper contributes to providing an integrated approach to financial education in mathematics teaching at the secondary school level. However, further experimental studies are needed to evaluate the effectiveness and feasibility of the process in teaching practice.

Các yếu tố ảnh hưởng đến phát triển chương trình giáo dục nhà trường theo tiếp cận dự án cho trẻ mẫu giáo: Nghiên cứu tại một số tỉnh/thành phía Bắc

Nguyễn Thị Thành, Lê Thị Thu, Vũ Kiều Anh — Mon, 20 Jul 2026 00:00:00 +0700

Currently, there has been an increasing need for innovation of early childhood education in Vietnam toward sustained quality improvement. Therefore, researching the factors influencing the development of school curricula is particularly necessary to improve the quality of program organization and implementation, meeting the requirements of educational reform. This study uses a questionnaire survey design with 312 administrators and preschool teachers in several localities, including Hanoi, Phu Tho, and Thai Nguyen, to examine the current state of these factors using a project-based approach for preschool children. The research results emphasize that factors related to preschool administrators and teachers, preschool children, families and communities, as well as physical facilities and the educational environment, all have a significant influence on the development of school education programs using a project-based approach. In particular, the factors related to preschool administrators and teachers are rated highest, especially their awareness, professional competence, and readiness for innovation. However, the study also highlights that building an open, flexible educational environment and enhancing the involvement of families and communities still encounter multiple difficulties in practice, requiring continued attention and search for effective solutions in the process of reforming preschool education.

Thực trạng năng lực chăm sóc sức khỏe - phòng bệnh cho trẻ mầm non của sinh viên ngành Giáo dục Mầm non, Trường Đại học Tân Trào

Đỗ Công Ba — Mon, 20 Jul 2026 00:00:00 +0700

In the context of competency-based educational reform, enhancing teacher students’ health care and disease prevention competencies has become increasingly important. This study analyzes healthcare and disease prevention competencies among pre-service teachers of early childhood education at Tan Trao University from a competency-based perspective. A cross-sectional survey design is employed, using a structured questionnaire administered to 120 third- and fourth-year students who had completed the course “Hygiene and Disease Prevention for Children.” The measurement scale was developed based on three components: knowledge, skills, and attitudes. The findings indicate that teacher students’ healthcare and disease prevention competencies are structured across these three components. Specifically, attitudes achieved the highest level (M = 4.20), knowledge reached a relatively high level (M = 3.77), while skills the lowest (M = 3.53) with greater variability. These results reveal a gap between students’ professional awareness and their practical competencies. Based on these findings, the study highlights the need to strengthen practice-oriented training activities, including experiential learning, simulation-based instruction, and professional practice, in order to enhance healthcare and disease prevention competency in early childhood teacher education.

Mối liên hệ giữa tự ý thức riêng tư, lòng tự trắc ẩn và mức độ lo âu ở học sinh trung học phổ thông: Nghiên cứu tại Trường Song ngữ Á Châu - Thành phố Hồ Chí Minh

Nguyễn Thị Lệ Giang, Nguyễn Huỳnh Nguyệt Hà, Nhan Thị Lạc An — Mon, 20 Jul 2026 00:00:00 +0700

This study aims to explore the relationships among private self-consciousness, self-compassion, and anxiety in high school students, and to test the mediating role of self-compassion in these relationships. A cross-sectional quantitative design is employed with a sample of 312 high school students from Asia Bilingual College in Ho Chi Minh City. Data were collected using three self-report measures, the Private Self-Consciousness subscale (Scheier & Carver, 1985), the Self-Compassion Scale (Neff, 2003), and the Anxiety subscale of the DASS-21 (Lovibond & Lovibond, 1995). Data were analyzed using Spearman correlation and bootstrapping mediation analysis. The results indicate that private self-consciousness was positively yet weakly correlated with anxiety (ρ = 0.168, p < .01), whereas overall self-compassion was negatively correlated with anxiety (ρ = -0.255, p < .001). At the subscale level, the negative components of self-compassion, particularly overidentification (ρ = -0.495, p < .001), demonstrated stronger associations with anxiety than positive components such as self-kindness, common humanity, and mindfulness. Mediation analysis further reveals that self-compassion partially and significantly mediated the relationship between private self-consciousness and anxiety (indirect effect = -0.045, 95% CI [-0.082, -0.013], p = .014), suggesting that private self-consciousness may be associated with anxiety through individuals’ levels of self-compassion. The findings indicate the importance of school-based psychological support programs that address how adolescents respond to negative emotions, particularly tendencies toward overidentification with emotional experiences.

Năng lực học tập tự chủ của sinh viên năm thứ nhất trong môi trường học tập số: Thực trạng và hàm ý giải pháp tại một số trường đại học ở Hà Nội

Bùi Phương Thúy, Nguyễn Thị Ngọc Ánh, Đào Mai Chi , Nguyễn Thị Ngọc Huyền — Mon, 20 Jul 2026 00:00:00 +0700

In the context of digital transformation in higher education, self-directed learning competence has become a core capability enabling students to adapt to flexible learning environments. This study examines the current state of first-year students’ self-directed learning competence in digital learning settings at several universities in Hanoi and proposes improvement measures. Data were collected from 468 students using a five-point Likert-scale questionnaire. Reliability and construct validity were tested using Cronbach’s Alpha and exploratory factor analysis (EFA), combined with descriptive statistics and ANOVA. The findings indicate that students’ self-directed learning competence is at a moderate-good level (Mean = 3.46/5). Components such as self-assessment, self-regulation, and time management scored relatively higher, while learning motivation (Mean = 3.13) and technology-use skills (Mean = 3.26) remain limited. Learning support conditions were rated highly (Mean = 4.04-4.21), revealing a notable gap between students’ awareness and their actual self-directed learning behaviors. These findings provide a basis for proposing solutions to narrow this gap and enhance self-directed learning competence in the context of digital transformation.

Một Từ sử dụng công nghệ đến năng lực số: Một nghiên cứu về sinh viên sư phạm trong bối cảnh giáo dục số

Nguyễn Ngọc Ánh — Mon, 20 Jul 2026 00:00:00 +0700

In the context of digital transformation, digital competence has become essential for pre-service teachers, extending beyond basic technology use. This study examines the digital competence of pre-service teachers and its relationship with technology use. A survey of 330 students was conducted using a questionnaire covering six dimensions: information literacy, digital communication, content creation, safety and ethics, problem-solving, and AI application. The instrument showed high reliability (Cronbach’s Alpha = 0.966), and exploratory factor analysis confirmed a six-factor structure (KMO = 0.708; p < .001). Results indicate that frequent technology users demonstrate significantly higher competence in most areas, except digital communication. Differences across academic years are uneven, with stronger development in information literacy and problem-solving than in AI and content creation. The findings suggest that frequent technology use does not necessarily lead to comprehensive digital competence, highlighting the need for structured digital competence development and explicit integration of AI literacy in teacher education.

Khả năng đáp ứng yêu cầu tuyển dụng của sinh viên ngành Công tác xã hội: Góc nhìn từ sinh viên và cơ sở tuyển dụng

Nguyễn Trung Hải, Nguyễn Thị Bích Thủy — Mon, 20 Jul 2026 00:00:00 +0700

In the context of competency-based higher education, graduates’ employability has become a key indicator of training quality. However, in the field of social work, a gap persists between graduates’ competencies and employers’ expectations. This study employs a mixed-methods design, combining a survey of 133 third- and fourth-year students with in-depth interviews with employers in the social service sector. The findings indicate that students demonstrate positive career motivation and a high level of self-confidence in their professional competencies; however, the proportion reporting being “highly confident” in core practical skills such as communication and problem-solving remains limited. In contrast, employers place strong emphasis on practical competencies and internship experience. The comparison of these perspectives reveals a significant gap between training outcomes and labor market demands, particularly in practical skills. Based on these findings, the study suggests strengthening competency-based training, expanding internship opportunities, and enhancing collaboration between educational institutions and employers, highlighting that closer alignment between training and professional practice is essential for improving graduates’ employability.