Tạp chí Giáo dục

Nâng cao hiệu quả công tác giáo dục chính trị, tư tưởng cho sinh viên trong bối cảnh hiện nay: Một số vấn đề lí luận và đề xuất giải pháp

Ngô Thị Mai, Bùi Thanh Thuỷ — Sun, 31 May 2026 00:00:00 +0700

In the context of globalization, deep international integration, and the powerful impact of social media, political and ideological education for students has become particularly important. Students are a large and pioneering force in various movements and always at the forefront of all activities contributing to the successful completion of all strategic tasks in building and defending the socialist Vietnamese Fatherland in the new situation. This article focuses on researching the theoretical and practical foundations and proposing solutions to improve the effectiveness of political and ideological education for students today. Based on this, the article proposes five key groups of solutions: innovating the content and methods of education; strengthening Party development among students; promoting the role of political and social organizations; and building a healthy school culture environment. Training institutions need to innovate the content and methods of teaching in a way that is more relevant, engaging, and connected to real-life situations. The synchronized implementation of these solutions will contribute to enhancing the political acumen, sense of responsibility, and learning spirit of students.

Phân tích đa phương thức các bài thuyết trình tiếng Anh chuyên ngành: Nghiên cứu trường hợp sinh viên y khoa tại một trường đại học y ở Việt Nam

Tuyết Bùi Thị Ánh, Thị Hà Giang Trần — Sun, 31 May 2026 00:00:00 +0700

Academic presentations in medical education require not only linguistic competence but also the effective orchestration of multimodal resources. This study investigates how second-year medical students at a Vietnamese university employ verbal and non-verbal modes in English for Specific Purposes (ESP) presentations. A multimodal analysis was conducted on 40 video-recorded presentations. A coding scheme adapted from Rowley-Jolivet (2002) was utilized to quantify behaviors including gaze direction, hand gestures, visual deixis (pointing), and slide density. Quantitative analysis revealed a strong positive correlation between gesture frequency and slide interaction. Notably, visual deixis (pointing) emerged as the dominant non-verbal mode (M = 4.88), reflecting the visual-centric nature of medical discourse. Qualitative analysis identified two contrasting patterns. Firstly, successful students demonstrated “semiotic synchronization” by anchoring speech to visual diagrams via pointing; conversely. Secondly, passive students were constrained by text-heavy slides, resulting in “mode interference” and a lack of audience engagement. The findings suggest that ESP instruction for medical students should prioritize “multimodal literacy”, specifically training students in visual design strategies and the synchronization of speech and gesture to enhance scientific explanations.

Thực trạng dạy học học phần “Giáo dục quốc phòng và an ninh” tại Trường Đại học Sư phạm Kỹ thuật Vĩnh Long

Cao Ngọc Báu, Võ Trường An, Nguyễn Văn Đạo — Sun, 31 May 2026 00:00:00 +0700

Stemming from the requirement to enhance the quality of national defense and security education in line with the orientation of the Party, the State, and practical demands, it is necessary to clearly identify the causes and limitations in the teaching of this module. The study focuses on analyzing the current situation of teaching the National Defense and Security Education course at Vinh Long University of Technology Education. The research employs methods such as surveys, interviews, observations, and analysis of activity outcomes, involving the participation of 163 students and 12 management staff and lecturers. The results indicate that the objectives of educating political ideology, fostering patriotism, and cultivating a sense of civic responsibility have been implemented relatively effectively. The theoretical teaching content aligns closely with the framework program and is organized fairly systematically. The forms of learning organization in lecture halls and training grounds basically meet the module's requirements. The study also points out several limitations, such as the low effectiveness of military skills training and civil defense; difficulties in infantry combat tactics and technical training; and extracurricular activities, as well as the assessment and evaluation of the learning process, have not been implemented systematically. The research results serve as an important practical basis for proposing solutions to improve the quality of teaching this module in the future.

Bồi dưỡng cho giáo viên mầm non năng lực tích hợp giáo dục tình cảm, kĩ năng xã hội trong tổ chức hoạt động vui chơi

Đào Thị My — Sun, 31 May 2026 00:00:00 +0700

In the context of early childhood education’s increasing emphasis on children’s holistic development, strengthening teachers’ professional competencies has become a necessary and continuous task for educational management agencies. This is particularly important for preschool teachers’ competence to integrate social-emotional education into the organization of play-based activities. This article evaluates the effectiveness of a thematic professional development program on social-emotional education in play-based activities for preschool teachers in Lao Cai, Dien Bien, An Giang, Gia Lai, Soc Trang, and Kon Tum provinces. After the training courses, a survey was conducted with participating teachers to examine the extent to which the training content, delivery methods, and outcomes met their professional development needs. Based on the survey results, the article proposes several measures to improve the effectiveness of preschool teacher professional development, thereby supporting teachers in appropriately integrating social-emotional education into play-based activities for children. The article contributes empirical evidence for adjusting and improving preschool teacher training in a more practical manner, aligned with current requirements for educational innovation.

Quản lí đào tạo trình độ thạc sĩ ngành quản lí giáo dục theo tiếp cận bảo đảm chất lượng: Một nghiên cứu tổng quan hệ thống

Đỗ Hoàng Dương, Nguyễn Đăng Trung — Sun, 31 May 2026 00:00:00 +0700

In the context of university autonomy, digital transformation, and increasing demands for accountability, quality assurance has become a central pillar in postgraduate program governance. However, existing knowledge on the management of master’s programs in Educational Management remains fragmented and lacks a specialized integrative framework. This paper reviews 84 sources from various reputable databases, analyzes three main research streams, and identifies four key gaps: the specificity of the target population, the absence of an integrated model, the role of feedback data, and the impact of emerging contexts. Based on these findings, the paper proposes an integrated management model combining the CIPO/CIPOF framework, AUN-QA standards, and the PDCA cycle, providing a reference framework for research and practice in managing master’s programs in Educational Management.

Quản lí dạy học môn Toán ở các trường tiểu học tỉnh Nghệ An theo tiếp cận CIPO: Một nghiên cứu thực trạng

Đỗ Thị Hà, Nguyễn Thị Hường, Thái Văn Thành — Sun, 31 May 2026 00:00:00 +0700

In the context of implementing the 2018 General Education Curriculum in Vietnam, the management of Mathematics teaching activities in primary schools needs to be innovated toward competence-based education. This study aimed to investigate the current situation of managing Mathematics teaching activities in primary schools in Nghe An province based on the CIPO approach (Context – Input – Process – Output). The study employed a mixed-methods design, combining questionnaires, interviews, and professional document analysis with the participation of 371 educational administrators and 4,899 primary school teachers. The findings revealed that the management of Mathematics teaching activities has shown several positive changes in teacher management, instructional goal development, professional learning activities, and support for students’ self-learning. However, some limitations remain, including heavy dependence on textbooks in school curriculum development, limited innovation in teaching methods and competency-based assessment, and insufficient adaptation to digital transformation. The study contributes practical evidence for applying the CIPO approach in managing Mathematics teaching activities in primary schools and provides a scientific basis for proposing measures to improve the quality of Mathematics teaching in response to current educational reform requirements.

Ứng dụng trí tuệ nhân tạo trong thiết kế công cụ kiểm tra, đánh giá trong dạy học môn Lịch sử và Địa lí: Thực trạng ở các trường trung học cơ sở tại thành phố Hồ Chí Minh

Sun, 31 May 2026 00:00:00 +0700

In the context of digital transformation and competence-based educational reform, artificial intelligence (AI) has increasingly been considered a supportive tool in teaching and assessment, particularly at the secondary level. This study aims to examine the current state of AI application by teachers in designing assessment tools for History and Geography in secondary schools in Ho Chi Minh City. The study surveyed 494 teachers using a questionnaire, and the data were analyzed through descriptive statistics. The results indicate that teachers have developed a certain level of awareness of AI and have begun to apply AI tools in assessment design. Teachers highly value the usefulness of AI in saving time, diversifying assessment formats, and improving the quality of assessment instruments. However, the actual use of AI has not yet become frequent due to several barriers, including concerns about content accuracy, difficulties in controlling the quality of AI-generated questions, limitations in technological competence, and inadequate technological infrastructure. Based on these findings, the study recommends strengthening professional development for teachers and providing pedagogical guidance tailored to the characteristics of History and Geography education to enhance the effective integration of AI in assessment practices.

Giáo dục âm nhạc trong trường mầm non: Từ tiếp cận nội dung đến tiếp cận năng lực

Lê Hoàng Huệ Hương — Sun, 31 May 2026 00:00:00 +0700

In the context of Vietnam's education system shifting strongly from a content-based approach to one focused on developing learners' qualities and competencies, music education is identified as a crucial area contributing to the aesthetic, emotional, and expressive development of preschool children. However, in practice, music activities in many preschools still primarily focus on skill training and content transmission, failing to truly meet the requirements of a competency-based approach. This study analyzes the shift from a content-based to a competency-based approach in preschool music education, using a method of document analysis and synthesis, comparison, and systematization of theories to synthesize domestic and international perspectives on preschool music education. The research results indicate that the competency-based approach emphasizes the child's active role, valuing experience, active participation, and the child's expressive and creative abilities in musical activities. Based on this, the article proposes a structure of four groups of musical competencies for preschool children: musical appreciation, musical practice, musical creativity, and emotional expression - communication through music. The research results contribute to supplementing the theoretical basis for innovating the organization of preschool music education according to the competency-based development orientation.

Giảm thiểu kiệt sức học tập thông qua tiếp cận nhận thức - hành vi (CBT): Tổng quan tài liệu và đề xuất giải pháp hỗ trợ sinh viên ngành du lịch tại Việt Nam

Ngô Xuân Điệp, Lê Mỹ Trang — Sun, 31 May 2026 00:00:00 +0700

Academic burnout has emerged as a significant challenge to the mental health of university students, particularly in fields with high practical and emotional labor demands such as the Tourism industry. This paper conducts a structured literature review of international and domestic literature to clarify the nature of academic burnout through the Study Demands-Resources (SD-R) model. The analysis indicates that Cognitive Behavioral Therapy (CBT) and Rational Emotive Behavior Therapy (REBT) serve as pivotal internal resources, enabling students to effectively restructure cognitions and regulate emotions. Consequently, the paper proposes a three-tier support solution (organizational, educational, and mentoring) to establish a mental health protection ecosystem for tourism students in Vietnam, contributing to enhanced educational quality and sustainable career adaptability.

Xây dựng hệ thống bài tập dạy từ và câu nhằm phát triển tư duy phản biện cho học sinh trong dạy học môn Tiếng Việt 4

Lê Phương Nga, Quách Thị Diên — Sun, 31 May 2026 00:00:00 +0700

Teaching vocabulary and sentences in Vietnamese Language Grade 4 has clear potential in developing critical thinking skills in students through activities that use language in context. However, the current system of exercises tends to focus on identifying and reproducing knowledge, and does not adequately emphasize the requirements of explanation, evaluation, and critical thinking. This article investigates the development of critical thinking skills for Grade 4 students through a system of exercises in teaching vocabulary and sentence structures in Vietnamese Language (Grade 4). Based on theoretical and practical analyses, the study indicates that the current system of exercises mainly focuses on recognition and knowledge reproduction, with limited emphasis on explanation and evaluation. Accordingly, the article proposes principles and constructs an exercise system comprising six types: identification; comparison; selection and justification; error detection and critique; reconstruction; and contextual application. The findings contribute to orienting the innovation of teaching vocabulary and sentence structures toward developing students’ critical thinking and language competence in primary education.

Thực trạng và giải pháp phát triển năng lực sáng tạo khoa học cho học sinh trung học phổ thông tại thành phố Hồ Chí Minh

Lê Quang Châu, Phùng Việt Hải — Sun, 31 May 2026 00:00:00 +0700

Developing scientific creativity competence is a key requirement of competence-based high school education. In Ho Chi Minh City, student science-and-engineering activities have expanded quickly, but evidence on competence development and implementation remains limited. This study aimed to construct a competence framework, examine the current situation of competence development and school-based implementation, and propose solutions. A mixed-methods design was used, including literature review, surveys of 420 students and 96 teachers, analysis of 30 student research dossiers and interviews with 12 teachers and administrators. Students showed uneven development across competence components. They performed relatively better in identifying practical issues and presenting products, but remained limited in hypothesis formulation, verification strategy selection, investigation design, data processing, and academic integrity. Teacher, dossier, and interview data also show that time allocation, process feedback, mentoring expertise, and resource disparities affect competence development. The study links the competence framework to the scientific inquiry cycle and proposes practical solutions at the classroom, school, and city-system levels.

Mức độ đạt chuẩn đầu ra do sinh viên tự đánh giá: Nghiên cứu trường hợp sinh viên không chuyên tiếng Pháp tại Đại học Cần Thơ

Lữ Quốc Vinh, Nguyễn Ngọc Chi Lan, Nguyễn Thị Kim Lan, Nguyễn Lam Vân Anh — Thu, 02 Jul 2026 00:00:00 +0700

Within an Outcome-Based Education (OBE) approach in higher education, student self-assessment provides useful feedback for examining learning outcomes attainment. This descriptive quantitative study investigated how non-French-major students (French as a second foreign language) self-assessed their attainment of level-3 language learning outcomes after completing French Basic Courses 1-2-3 at Can Tho University. Data were collected from 325 students using a five-point Likert-scale questionnaire aligned with “can-do” descriptors of the Vietnamese 6-level Foreign Language Competency Framework, and analyzed using descriptive statistics in SPSS 20. The results indicate that the overall level of self-assessment reached a “fairly adequate” level in terms of learning outcomes attainment (M = 3.60/5), with reading rated highest and speaking lowest. Students tended to be more cautious when self-assessing interactive communicative skills. These findings provide empirical evidence for reviewing learning outcomes and adjusting teaching practices in non-major French language instruction within an OBE approach.

Thiết kế và triển khai học phần “Công nghệ dạy học và chuyển đổi số trong giáo dục tiểu học” theo CLIL trong đào tạo sinh viên ngành Giáo dục tiểu học, Trường Đại học Thủ đô Hà Nội

Phạm Thị Quỳnh Anh, Ngô Thị Kim Hoàn — Sun, 31 May 2026 00:00:00 +0700

As Vietnam moves forward with its national initiative to make English a second language in schools, the demand for using English in teaching specialized courses within primary teacher education has become urgent, calling for meaningful reform in curriculum design and teaching instruction. This paper examines the design and implementation of the course Educational technology and Digital transformation in primary education through a Content and Language Integrated Learning (CLIL), developed for students in the Primary Education program at Hanoi Metropolitan University. This paper examines the design and pilot implementation of the course Educational technology and Digital transformation in primary education using a CLIL approach, developed for students in the Primary Education program at Hanoi Metropolitan University. Drawing on theoretical research on CLIL combined with the specific characteristics of the course content and instructional design, a five-step teaching implementation process is proposed, along with a teaching organization model structured according to the 4Cs framework (Content, Communication, Cognition, and Culture). The model was piloted on one course unit (“Application of AI in teaching”) with 40 third-year students at minimum CEFR B1 level. Initial pilot results indicate the model’s feasibility; however, the lower score on the Communication criterion suggests that B1 is a necessary but not sufficient condition for academic discipline-specific English. The findings offer a theoretically grounded and practically oriented foundation for integrating English into the teaching of specialized courses in teacher education programs, contributing to the implementation of Vietnam's policy on establishing English as a second language in schools generally and in higher education in particular.

Ứng dụng trí tuệ nhân tạo trong thiết kế video dạy đọc hiểu văn bản thơ cho học sinh lớp 2

Lê Nguyễn Đoan Trang, Ngô Tuyết Phượng, Phan Thị Hồng Ánh — Sun, 31 May 2026 00:00:00 +0700

In the context of implementing the 2018 General Education Curriculum and advancing digital transformation in education, the application of artificial intelligence (AI) in instructional material design has created new opportunities for innovation in primary education. For Grade 2 poetry reading instruction-where students still rely heavily on concrete and visual thinking and require support in imagining and appreciating literary language-video-based learning materials can enhance engagement and support text comprehension. This study analyzes the theoretical foundations, functions, and pedagogical principles for designing AI-assisted videos to support poetry reading instruction for Grade 2 students. It also proposes a three-stage design process, including pedagogical analysis, instructional material design, and refinement-evaluation, illustrated through the poem When the Pages Open (Tiếng Việt 2, Kết nối tri thức với cuộc sống series). The findings indicate that AI-generated videos can assist teachers in developing visual learning materials that help students visualize poetic imagery, understand content, and increase learning engagement when aligned with literary reception and Grade 2 students’ psychological and cognitive characteristics. The study offers implications for applying AI in developing competency-based reading instructional materials in primary education.

Dạy học giải các bài toán bằng cách lập phương trình (Toán 8) nhằm bồi dưỡng năng lực giải quyết vấn đề toán học cho học sinh

Nguyễn Ái Quốc, Nguyễn Phúc Anh Thư — Sun, 31 May 2026 00:00:00 +0700

The 2018 general education mathematics curriculum emphasizes that teaching mathematics should develop students' problem-solving competence. However, teaching practice shows that the teaching process sometimes still focuses too much on technique and does not fully exploit the potential for developing students' abilities. This study proposes a process for solving problems in the topic “Solving problems by setting up equations” (Mathematics 8) to foster students' problem-solving skills. The proposed process is illustrated through solving several problems in this topic. Applying the proposed process not only helps students solve problems systematically but also contributes to cultivating manifestations of mathematical problem-solving abilities. Teachers need to flexibly select appropriate problems, linked to real-world situations and students' abilities, to maximize the effectiveness of the proposed process. In addition, encouraging students to present, discuss, and self-assess their learning outcomes also contributes to fostering their mathematical problem-solving skills.

Thực tiễn “dạy học theo góc” môn Khoa học tự nhiên theo định hướng phát triển năng lực giao tiếp và hợp tác tại một số trường trung học cơ sở ở Hà Nội

Nguyễn Hoàng Trang, Hoàng Thị Thảo — Sun, 31 May 2026 00:00:00 +0700

This study explores self-regulated learning (SRL) and technology acceptance among pre-service teachers in a VR-AI learning environment. Using a quasi-experimental one-group pretest-posttest design with 66 students, data were collected through structured questionnaires and open-ended responses. Descriptive results indicate overall increases in mean scores across SRL dimensions, AI-supported learning, personalization, and technology acceptance after the intervention. However, given the absence of a control group, these findings should be interpreted as indicative trends rather than causal effects. Qualitative findings suggest that virtual reality (VR) enhances experiential learning engagement, while artificial intelligence (AI) is perceived as supporting learning processes and inquiry. At the same time, challenges related to cognitive load, technological readiness, and usability were also reported. The findings highlight the role of pedagogical design in shaping how immersive and intelligent technologies are experienced and utilized in teacher education contexts.

Một Tự học có điều chỉnh và chấp nhận công nghệ ở sinh viên sư phạm trong môi trường học tập VR-AI

Nguyễn Ngọc Ánh — Sun, 31 May 2026 00:00:00 +0700

Xu hướng nghiên cứu về giáo dục tài chính số cho học sinh phổ thông: Phân tích trắc lượng thư mục dựa trên cơ sở dữ liệu ProQuest

Nguyễn Ngọc Dung, Nguyễn Thị Toan — Sun, 31 May 2026 00:00:00 +0700

Research on digital financial education is growing rapidly in the context of digital transformation; however, there is a lack of systematic synthesis regarding its knowledge structure and developmental trends. Therefore, this paper employs a bibliometric analysis method to systematize research works on digital financial education for K-12 students. Data were collected from the ProQuest database for the period 2015-2026 and analyzed using VOSviewer software. The findings demonstrate the well-defined emergence of core thematic clusters and illuminate keywords exhibiting substantial growth trajectories over time, thereby shedding light on nascent research pathways centered on technological dimensions, user behavioral patterns, and the distinctive contextual contours of the digital financial ecosystem.

Tích hợp giáo dục tài chính cho học sinh trong dạy học môn Toán: Trường hợp dạy học nội dung tỉ số phần trăm ở lớp 6

Minh Nguyễn Thông, Nguyễn Thanh Hải — Sun, 31 May 2026 00:00:00 +0700

The topic of percentages in Grade 6 Mathematics has numerous applications in practical financial contexts, thus presenting significant potential for students' financial education. However, in current teaching practice, the utilization of this topic to develop students' financial literacy remains limited. This paper aims to clarify the theoretical framework for integrating financial education into the teaching of percentages in Grade 6. The study employs document analysis and theoretical research methods. The findings propose several orientations for designing teaching activities and developing pedagogical situations grounded in real-world financial contexts. These results contribute to assisting teachers in organizing percentage-related lessons that foster students' financial literacy.

Thiết kế nội dung giáo dục kĩ năng sinh tồn cho học sinh tiểu học thông qua mô hình trại giáo dục trải nghiệm

Nguyễn Thị Ngọc — Sun, 31 May 2026 00:00:00 +0700

Survival skills education for primary school students can be delivered through multiple approaches, among which experiential education camps represent a promising and effective model. This study aims to identify the theoretical foundations for determining survival skills education content and to develop thematic modules for primary school students within an experiential education camp framework. Grounded in educational theory, the study clarifies the structure of activity content within each theme, the roles of participating and supporting stakeholders, and the specific survival skills targeted through these activities. The proposed activities are organized into a four-phase experiential learning cycle, with particular emphasis on the fourth phase to enhance students’ ability to transfer and apply knowledge in practice through realistic simulated situations. The findings contribute to the refinement of educational theory by proposing a practical and sustainable approach to improving the effectiveness of survival skills education for primary school students.

Kĩ năng chơi biểu tượng của trẻ rối loạn phổ tự kỉ 3-4 tuổi trong trường mầm non hòa nhập tại Thành phố Hồ Chí Minh: Thực trạng và giải pháp

Đỗ Thị Thảo, Nguyễn Thị Tấn — Sun, 31 May 2026 00:00:00 +0700

In the context of increasing attention to inclusive preschool education, identifying the developmental characteristics and support needs of children with autism spectrum disorder is important for designing appropriate interventions. This article aims to assess the current status of symbolic play skills among children with autism spectrum disorder aged 3 to 4 years in inclusive preschool settings. The study employed a mixed-methods design, combining an assessment scale, observation, and in-depth interviews to clarify the manifestation of these skills. The findings show that children’s symbolic play skills remain generally limited, with most component skills at weak levels, particularly those requiring symbolic thinking and cognitive flexibility, such as using symbolic object, creating imaginary situations, and performing symbolic actions. Meanwhile, the ability to express positive emotions during play was manifested at a higher level. The findings reveal uneven development across components of symbolic play skills and provide empirical evidence to inform appropriate support measures for children with autism spectrum disorder aged 3 to 4 years in inclusive preschools in Vietnam.

Dạy học chủ đề “Tìm hai số khi biết hiệu và tỉ số của hai số đó” (Toán 5) theo tiếp cận lí thuyết giáo dục toán thực (RME)

Nguyễn Thị Thanh Tuyên — Sun, 31 May 2026 00:00:00 +0700

In the context of reforming primary mathematics education toward a competence-based approach, Realistic Mathematics Education (RME) is considered an appropriate framework as it emphasizes the use of real-life contexts as a starting point for mathematization. This paper aims to investigate the application of RME in teaching the topic “Finding Two Numbers Given Their Difference and Ratio” for Grade 5 students, thereby clarifying how the principles and characteristics of RME can be implemented in classroom practice. The study proposes a five-step instructional process accompanied by illustrative examples, enabling students to construct mathematical knowledge in a natural and logical manner from real-world situations. The findings indicate that the application of RME enhances visualization, promotes active student engagement, and supports the development of problem-solving competencies. Additionally, the study provides useful pedagogical references for teachers in innovating mathematics teaching methods at the primary level.

Phát triển nguồn nhân lực cho giáo dục số: Một nghiên cứu tổng quan đương đại từ 2023 đến 2026

Nguyễn Thị Thu Hà — Sun, 31 May 2026 00:00:00 +0700

Digital transformation in education has profoundly reshaped the methods and philosophies by which educational institutions envision and implement human resource development (HRD). As digital technology redefines teaching, learning, assessment, and organizational management, HRD has become a strategic lever for building digital competencies, fostering innovation, and ensuring organizational sustainability. This review synthesizes representative research published between 2023 and 2026 to examine the evolving role of HRD in digital education. Based primarily on the results of published research, the review identifies four interconnected thematic areas: (1) digital competencies and learning culture, (2) leadership and organizational relevance, (3) technology-enhanced professional development, and (4) sustainability and future orientation. The results show that HRD is no longer limited to skills training but functions as a systematic cultural shaping process, linking individual development with the organization's digital strategies. The paper draws initial conclusions by discussing implications for future policy, leadership, and research, highlighting the need for integrated, data-driven, and sustainable HRD frameworks to support long-term digital transformation in education.

Các yếu tố ảnh hưởng đến kĩ năng thích ứng và năng lực học tập suốt đời của sinh viên ngành Quản trị nhân lực, Trường Đại học Công đoàn

Đỗ Thị Tuyết, Nguyễn Thị Thu Hằng — Sun, 31 May 2026 00:00:00 +0700

In the context of modern higher education, adaptive skills and lifelong learning competencies are considered core competencies that determine students' ability to self-regulate their psychological and personality structures to meet ever-changing academic and professional demands. This study aims to analyze the factors influencing the development of adaptive skills and lifelong learning abilities in students, focusing on three groups of factors: the macro context, the learning environment, and students' intrinsic capabilities. The results show that all three factors have a positive impact, with the macro context having the strongest influence, followed by the learning environment and students' intrinsic capabilities. This reflects the role of digital transformation, international integration, the training environment, and self-learning motivation in forming adaptive and lifelong learning abilities. The research results contribute to providing a scientific basis for developing solutions to improve the quality of training and develop students' competencies in the new context. The research findings provide an important scientific basis for the Faculty of Human Resource Management, Vietnam Trade Union University, to develop solutions to improve the quality of training, develop adaptability and lifelong learning skills for students in the new context.

Đánh giá xác thực trong giáo dục: Một nghiên cứu tổng quan

Nguyễn Thị Thu Trang — Sun, 31 May 2026 00:00:00 +0700

Authentic assessment is one of the assessment methods that helps improve the effectiveness of competence-based assessment, meeting the requirements of assessment innovation. This study uses a literature review method through content analysis combined with thematic synthesis, comparing and contrasting studies on the origins, methods, and tools of authentic assessment, and its application in teaching practice. The literature review results show a lack of research on the application of authentic assessment in teaching subjects at secondary schools in Vietnam. The research results emphasize the urgent need to research and apply authentic assessment in competence-based teaching to improve student learning outcomes in the context of educational reform.

Thực trạng và đề xuất biện pháp bồi dưỡng năng lực dạy học cho giáo viên tiểu học theo quan điểm tự chủ tại một số trường tiểu học ở thành phố Hà Nội

Nguyễn Thị Yến Thoa — Sun, 31 May 2026 00:00:00 +0700

In the context of implementing the 2018 General Education Curriculum, developing teaching competence among primary school teachers has become an important requirement in response to changes in educational objectives, content, methods, and the organization of school-based educational activities. This article clarifies the necessity of professional development for primary school teachers in connection with the increasing autonomy of general education institutions. At the primary level, school autonomy is reflected in the school’s capacity to proactively organize, manage, and adjust educational activities in accordance with its functions, responsibilities, practical conditions, and development orientation. On that basis, schools need to place greater emphasis on curriculum development, educational planning, teacher assignment based on professional expertise and competence, and the design of feasible, continuous, and context-appropriate professional development plans. In particular, the development of teaching competence should not be viewed only as a managerial responsibility of the school, but also as a process that promotes teachers’ professional autonomy, self-directed learning, and occupational responsibility. The article highlights the significance of organizing professional development for primary school teachers in a way that links school autonomy with the enhancement of teachers’ professional competence during the implementation of the new curriculum.

Thực trạng ứng dụng trí tuệ nhân tạo trong thiết kế trò chơi học tập môn Toán ở Trường Tiểu học Chi Lăng, phường Thông Tây Hội, Thành phố Hồ Chí Minh

Sun, 31 May 2026 00:00:00 +0700

In the context of educational reform in general education focused on developing students' qualities and competencies, the application of artificial intelligence (AI) in designing educational games is becoming a trend that many teachers are interested in to improve teaching effectiveness. This study surveys the current state of AI use in designing educational games for mathematics among teachers at Chi Lang Primary School, Ho Chi Minh City. The research results show that most teachers have initially used AI in designing educational games, but the frequency of use is still low. Commonly used AI tools include ChatGPT, Canva AI, Quizizz AI, and Gemini; AI contributes to increasing learning interest, enhancing interaction, supporting innovative teaching methods, and saving time in designing teaching materials. However, teachers still face many difficulties such as limitations in technological skills, experience in writing commands (prompts), lack of guidance materials, and the fact that content generated by AI is sometimes not suitable for teaching objectives. Therefore, it is necessary to enhance the AI application skills of teachers to improve the effectiveness of designing educational games in teaching mathematics in primary schools.

Thiết kế dạy học định hướng hành động cho học phần “Bố cục trong thiết kế mĩ thuật”, ngành Thiết kế thời trang, Trường Đại học Công nghệ Kỹ thuật Thành phố Hồ Chí Minh

Diệp Phương Chi, Nguyễn Xuân Trà — Sun, 31 May 2026 00:00:00 +0700

The article presents research findings on the design of action-oriented teaching for the course “Composition in Art and Design” within the Fashion Design program at Ho Chi Minh City University of Technology and Engineering. Based on theoretical research and a questionnaire survey of 107 students, the authors propose an action-oriented teaching design procedure accompanied by an illustrative pedagogical scenario linked to a professional context. The findings indicate that the implementation of action-oriented teaching is appropriate both theoretically and practically, enhancing the connection between art theory and practice and enabling students to engage in “holistic action” through product-oriented learning tasks. The survey data also reveal a strong demand for the promotion of active teaching methods and assessment tools with clear criteria aligned with professional competencies in teaching this course. The study contributes to the innovation of teaching methodologies in Fashion Design education and may serve as a reference for other foundational art courses.

Đọc mở rộng - con đường đưa tác phẩm của Nguyễn Bỉnh Khiêm đến với bạn đọc học sinh trong nhà trường phổ thông

Phạm Thị Thu Hương, Nguyễn Thị Dung — Sun, 31 May 2026 00:00:00 +0700

As a prominent figure in Vietnamese medieval literature, Nguyen Binh Khiem’s literary corpus offers significant potential for developing students' literary competencies, orienting positive lifestyles, and fostering self-autonomy, social responsibility, and adaptability amidst the fluctuations of modern life. These objectives are achieved through extensive reading activities as mandated by the 2018 General Education Program for Literature. Employing a qualitative research methodology with an application-oriented approach, this study clarifies the characteristics of extensive reading within the curriculum and highlights the potential of Nguyen Binh Khiem’s works in enhancing students' linguistic and literary competencies, critical thinking, and humanistic qualities. To translate this potential into practice, several pedagogical strategies for organizing extensive reading are proposed, including: developing a structured system of reading materials, implementing thematic reading, guiding comparative and contrastive analysis, and integrating digital technology into reading activities. The research findings contribute to the theoretical framework of extensive reading, assisting teachers in harnessing the enduring values and significance of Nguyen Binh Khiem’s works to develop student qualities and competencies while bridging national heritage with contemporary life.

Giáo dục STEAM theo quy trình tư duy thiết kế trong phát triển năng lực giải quyết vấn đề cho trẻ mẫu giáo 5–6 tuổi: Một số vấn đề lí luận và đề xuất định hướng

Phan Tú Anh, Nguyễn Sỹ Thư — Sun, 31 May 2026 00:00:00 +0700

In preschool education, developing problem-solving competence not only helps children adapt flexibly to daily life situations but also contributes to preparing them for primary school and future learning. This paper presents the theoretical basis and mechanisms for developing problem-solving skills in 5-6 year old preschool children through STEAM educational activities using the Design Thinking process. Through the analysis and synthesis of theoretical literature, the study shows that combining these two approaches creates an integrated, experience-rich learning environment and provides a clearly defined activity organization process for children. Based on the theoretical synthesis, a framework for compatibility between the five steps of Design Thinking and the components of problem-solving skills is proposed, thereby clarifying the role of STEAM in the learning context and design thinking in the activity organization mechanism. Simultaneously, some directions for organizing STEAM educational activities using the Design Thinking process are suggested, contributing to the theoretical and practical application of modern educational models in preschools.

Ứng dụng bảo tàng ảo và infographic để hỗ trợ học sinh lớp 10 tìm ý và lập dàn ý khi viết bài văn nghị luận xã hội

Phạm Thị Út, Tống Thị Hường, Cáp Huyền Trang, Hà Hồng Nhung — Sun, 31 May 2026 00:00:00 +0700

During the implementation of the 2018 General Education Curriculum and the promotion of digital transformation in education, the integration of technological tools into the teaching of Literature has become increasingly necessary. However, classroom practice shows that many Grade 10 students still experience difficulties when writing social argumentative essays, particularly in generating ideas and developing outlines for their writing. Virtual museums, with their rich resources and vivid visual materials, together with infographic - tools that help present and organize information through visual forms can serve as useful supports in the teaching process. From this perspective, the present study explores the use of virtual museums and infographic in social argumentative essays. Through the implementation of these tools, students are provided with opportunities to broaden their understanding of real - life issues, select appropriate evidence, and gradually form clearer systems of arguments. As a result, their essays become more coherent and persuasive.

Lòng biết ơn của học sinh trung học cơ sở tại tỉnh An Giang: Tiếp cận theo tâm lí học tích cực

Trần Thị Huyền, Trần Thị Lệ Thu — Sun, 31 May 2026 00:00:00 +0700

In the context of increasing mental health problems among secondary school students, studying positive psychological resources, particularly gratitude, is important for students’ psychological development and school adjustment. This study aimed to investigate the current state of gratitude among lower secondary school students in An Giang province from the perspective of positive psychology. The study employed a cross-sectional mixed-method design combining quantitative and qualitative approaches. Quantitative data were collected from 395 lower secondary school students using the GRAT scale. Qualitative data were obtained through semi-structured interviews with students and teachers to support the interpretation of quantitative findings. Gratitude among lower secondary school students was generally at a moderate level and was more strongly expressed in aspects related to appreciating others and valuing simple things in life. Differences in gratitude were mainly associated with school context, whereas several other demographic variables showed no statistically significant differences. Qualitative findings indicated that students’ gratitude was primarily connected to close relationships such as family members, teachers, and peers. The findings contribute to clarifying the characteristics of gratitude among lower secondary school students in the Vietnamese context from a positive psychology perspective, while also suggesting the important role of school environment in fostering positive psychological resources among students. The study additionally provides implications for experiential education activities and school psychological support programs.

Khó khăn trong học tập và hoạt động hỗ trợ dành cho học sinh khuyết tật nghe, nói: Nghiên cứu trường hợp tại tỉnh Lâm Đồng

Trần Thị Minh Phương, Nguyễn Thị Thái Lan — Sun, 31 May 2026 00:00:00 +0700

Students with hearing and speech impairments due to their limited hearing and speaking abilities face various difficulties in thier life and learning journey. The research team surveyed 113 students with hearing and speech disabilities at Cam Ly Inclusive Education Development Support Center and conducted 10 in-depth interviews to learn about learning difficulties and support activities. Research shows that students with hearing and speech impairments face learning difficulties, including learning sign language, learning to read, learning to write, doing math, writing, and doing homework. The center have implemented many learning support activities for them, such as teaching sign language, providing learning support, and connecting resources to help deaf children overcome these difficulties. However, these supports only partially meet the needs. The research findings have further demonstrated multiple challenges that students with hearing and speech impairments are facing in fulfil their rights to education. Despite there have been some supporting system have been taken place, these are still limited and not yet meet the actual needs, particularly in accessing technological tools. The study advocates for taking more need-based activities to better support learning for students with hearing and speech impairments in educational and social integration.

Thiết kế và vận dụng mô hình “trợ lí học tập ảo” trong dạy học nội dung “Số và phép tính” (Toán 5) nhằm phát triển năng lực giải quyết vấn đề toán học cho học sinh

Sun, 31 May 2026 00:00:00 +0700

In the context of comprehensive educational reform oriented towards developing students' qualities and competencies, the application of artificial intelligence (AI) in teaching mathematics in primary schools is receiving increasing attention. This research proposes a process for applying a virtual learning assistant model in teaching the content of “Numbers and Operations” (Mathematics 5) and illustrates its application in teaching the lesson “Multiplying Decimal Numbers by a Natural Number” part of the “Numbers and Operations” content (Mathematics 5). Through the illustration of teaching the lesson “Multiplying Decimal Numbers by a Natural Number” it is shown that the “Virtual Learning Assistant” model can support students in the problem-solving process through suggestions, immediate feedback, and personalized learning tasks. Applying this model contributes to helping students independently identify and correct errors and develop their mathematical problem-solving abilities in teaching the content of “Numbers and Operations” (Mathematics 5). At the same time, the model also helps teachers monitor learning progress and adjust teaching activities to suit each student.

Ứng dụng các phương pháp dạy học hiện đại nhằm phát triển năng lực đọc hiểu tiếng Anh cho học sinh lớp 11: Nghiên cứu trường hợp tại tỉnh Tuyên Quang

Bùi Thị Hoàng Huệ, Hoàng Thị Thu Hoàn — Sun, 31 May 2026 00:00:00 +0700

In the context of education oriented towards sustainable development, enhancing English reading comprehension competence for high school students is an essential requirement. This paper focuses on exploring several modern teaching methods to develop reading comprehension skills for 11th-grade students at Y La High School. The study originates from the requirements of the new general education curriculum with its competency-based approach, while also aiming to foster critical thinking, self-directed learning, and communication competence. The research employed a combination of theoretical analysis, classroom observation, and student questionnaires. Based on this, three modern teaching methods—Task-Based Learning (TBL), Cooperative Learning (CL), and Inquiry-Based Teaching (IBT) - were implemented to evaluate their effectiveness in improving students’ reading comprehension. The initial results indicate that the application of these modern methods helped students enhance their abilities in identifying main ideas, making inferences, and responding to textual content. At the same time, students became more active and self-motivated in their learning process. The study reaffirms the role of modern teaching methods in developing English reading comprehension competence and proposes pedagogical recommendations appropriate to the current context of high school education.

Khung phân tích hai cấp độ về đa dạng, công bằng và hòa nhập cho các trường đại học Việt Nam

Bùi Trang Hương, Nguyễn Anh Thư — Sun, 31 May 2026 00:00:00 +0700

The transition of higher education from an elite model to mass education, together with the impacts of globalization and internationalization, has profoundly reshaped the structure of higher education and created an urgent need to foster diversity, equity, and inclusion (DEI) within universities. Using document analysis and participant observation methods, this article proposes a two-level analytical framework for Diversity, Equity, and Inclusion (DEI) in Vietnamese higher education institutions. The novelty of the study lies in its integration and linkage of the institutional level and the individual level within a unified analytical framework, thereby elucidating the organic relationship between organizational policies and governance processes and the behaviors that sustain and foster a DEI-oriented culture among members of higher education institutions. Based on this framework, universities can gradually embed a DEI culture into their operations and develop policies and action programs to promote the sustainable and effective implementation of DEI. The paper also suggests some further research directions on this topic.

Biện pháp quản lí đánh giá đào tạo nghề tại một số trường trung cấp và doanh nghiệp trên địa bàn thành phố Hà Nội trong bối cảnh chuyển đổi số

Đặng Lộc Thọ, Tòng Văn Vinh — Sun, 31 May 2026 00:00:00 +0700

In vocational education, the quality of training assessment directly affects the extent to which learners meet expected learning outcomes, develop practical occupational competencies, and adapt to labour market requirements. Based on a survey of administrators and teachers at eight intermediate colleges and representatives of six enterprises involved in vocational training in Hanoi, the article proposes six measures for managing vocational training assessment, specifying the objectives, contents, implementation procedures, and conditions for each measure. The survey results from the eight intermediate colleges and six enterprises indicate that all proposed measures were rated highly in terms of necessity and feasibility. In addition, the pilot implementation of the sixth measure at two intermediate colleges and two enterprises provides initial evidence of its relevance to the practical management of vocational training in the context of digital transformation. The article contributes practical evidence and managerial orientations for improving the effectiveness of vocational training assessment management at intermediate colleges in Hanoi.

Quản lí bồi dưỡng năng lực tổ chức hoạt động giáo dục tích hợp giáo dục STEAM cho giáo viên mầm non

Đào Thị My — Sun, 31 May 2026 00:00:00 +0700

In the context of early childhood education’s growing emphasis on experience, exploration, play, collaboration, and problem solving, developing teachers’ capacity to organize STEAM-oriented integrated educational activities has become an essential requirement. This article analyzes the management of such competence-building activities within a training program conducted in six provinces: Dien Bien, Lao Cai, An Giang, Kon Tum, Soc Trang, and Gia Lai. The study employed a descriptive-exploratory design, using questionnaires combined with direct interviews with 75 educational managers and preschool teachers who participated in the training program. The findings indicate that teachers’ capacity to organize STEAM-oriented integrated educational activities remains uneven, particularly in selecting teaching methods and forms of activity organization, as well as in assessing children’s participation. Drawing on the management functions of planning, organizing, directing and supporting, and monitoring and evaluation, the article proposes several management measures for capacity-oriented teacher development. These measures focus on identifying teachers’ needs, aligning training with professional tasks, supporting teachers in classroom implementation, mobilizing local educational resources, and evaluating training outcomes through professional products and the level of practical application. The study contributes practical evidence for managing the professional development of preschool teachers in organizing STEAM-oriented integrated educational activities.

Huy động nguồn lực xã hội cho phát triển giáo dục mầm non và giáo dục phổ thông: Tiếp cận Việt Nam và quốc tế

Đinh Văn Thái, Nguyễn Đức Ca — Sun, 31 May 2026 00:00:00 +0700

Mobilizing social resources for education has been identified as an important policy orientation in Vietnam’s process of fundamental and comprehensive education reform. However, in both academic research and policy practice, this concept has often been used inconsistently and is frequently conflated with related notions such as socialization of education, privatization, or public-private partnerships. This paper aims to clarify the conceptual content of “mobilizing social resources for education” by examining its scope, characteristics, and relationship with relevant concepts in the Vietnamese context; simultaneously, the article presents international approaches. Based on this, the article affirms “mobilizing social resources for education” as a central policy category, emphasizing the leading role of the state in designing, regulating, and ensuring equity in the process of mobilizing and utilizing resources. The research results contribute to standardizing the theoretical approach, creating a scientific foundation for further research on mobilizing social resources for the development of preschool and general education in the current period.

Vận dụng trò chơi hóa trong dạy học nội dung “Phương trình quy về phương trình bậc hai” (Toán 10)

Sun, 31 May 2026 00:00:00 +0700

The 2018 general education curriculum requires innovation in teaching methods to develop students' competencies and qualities. The application of gamification in mathematics teaching is increasingly being considered to enhance student engagement and learning effectiveness. Gamification not only increases interaction but also creates opportunities for students to develop critical thinking, problem-solving skills, and the ability to apply mathematical knowledge to real-world situations. This research aims to develop a process for applying gamification to design and organize mathematics teaching and to apply this process to teaching the content “Equations reducible to quadratic equations” (Mathematics 10). Applying gamification contributes to increased learning interest, promotes active participation, and supports the development of problem-solving skills in mathematics learning. However, for effective implementation, teachers need to select games that are appropriate for the lesson objectives, the cognitive characteristics of the students, and ensure a balance between the “play” element and learning requirements.

Đối chiếu hành vi yêu cầu trong tiếng Pháp và tiếng Việt qua ngữ liệu truyện ngắn: Góc nhìn ngữ dụng học liên văn hoá

Hà Minh Phương — Sun, 31 May 2026 00:00:00 +0700

In the context of teaching and learning French in Vietnam, understanding how requesting behavior is realized linguistically and pragmatically in French and Vietnamese is crucial for developing intercultural pragmatic competence in learners. This study compares the expression of requesting behavior in French and Vietnamese to clarify similarities and differences in strategies and mitigation methods, thereby drawing pedagogical implications for teaching French in Vietnam. The research aims to clarify three questions regarding strategy, frequency, and mitigation methods. The corpus consists of 120 requesting utterances extracted from 12 short stories in French and Vietnamese (60 utterances in each language). The method combines qualitative and quantitative approaches: utterances are coded according to the CCSARP framework with three strategy groups (direct, conventional indirect, and unconventional indirect) and supplemented with analysis of mitigation methods; the reliability of the coding is tested using Cohen's Kappa coefficient (κ = 0.87). It is suggested that teaching requesting behavior in French to Vietnamese speakers should be linked to specific communicative situations, paying attention to interpersonal relationships, the degree of imposition, and the risk of pragmatic transfer from their mother tongue.

Thực trạng lồng ghép nội dung giáo dục vì sự phát triển bền vững trong giảng dạy cho sinh viên ngành Giáo dục tiểu học: Nghiên cứu trường hợp tại Trường Đại học Tân Trào

Hà Mỹ Hạnh — Sun, 31 May 2026 00:00:00 +0700

The integration of education for sustainable development into teaching has become increasingly urgent in the context of globalization and emerging challenges such as natural disasters, pandemics, environmental issues, and climate change. This paper analyzes the current situation of integrating education for sustainable development into teaching for Primary Education students of the 2022-2026 cohort at Tan Trao University. The findings indicate that the University has implemented the integration of education for sustainable development in teaching and organized extracurricular activities for Primary Education students, thereby enhancing both lecturers’ and students’ awareness of their responsibilities toward the environment and society. However, this integration has not yet been implemented consistently across all courses, and there is no dedicated course on education for sustainable development. The research findings contribute to improving the quality of teacher education oriented toward sustainable development at Tan Trao University and provide a basis for proposing future measures to address the identified limitations.

Thực trạng dạy học và khai thác truyện tranh song ngữ trong môn Khoa học ở tiểu học

Sun, 31 May 2026 00:00:00 +0700

Bilingual teaching is considered an approach capable of simultaneously supporting students’ subject-specific and foreign language competencies. This study investigates the current situation of bilingual teaching and the use of bilingual comics in primary Science education. The research employed a mixed-methods approach through a survey of 99 primary school teachers combined with semi-structured interviews. The findings indicate that teachers have initially implemented bilingual teaching by using English to support students in accessing scientific content. Teachers also showed relatively positive perceptions of the role of bilingual comics in supporting Science learning, particularly in enhancing learning interest, supporting vocabulary acquisition, and increasing student engagement in classroom activities. However, the implementation process still faces several difficulties related to teachers’ English proficiency, supporting learning materials, and instructional guidance. Based on the findings, the article initially suggests possible directions for exploiting bilingual comics through experiential and inquiry-based teaching models to support the implementation of content and language integrated learning in primary Science education.

Đề xuất quy trình dạy học vận dụng toán học vào tình huống thực tiễn nhằm phát triển năng lực vận dụng toán học vào thực tiễn cho sinh viên ngành Kĩ thuật trong học phần Toán cao cấp

Phương Lê Bá — Sun, 31 May 2026 00:00:00 +0700

In engineering education, Advanced Mathematics is an important foundational course; however, traditional teaching methods often focus on theory and purely mathematical exercises, thereby limiting students’ ability to apply knowledge to practical problems. In this context, the article proposes a six-step procedure aimed at enhancing engineering students’ competence in applying Advanced Mathematics to real-world engineering situations. The procedure is designed to help students connect theoretical knowledge with practical applications and develop competencies such as analysis, modelling, problem solving, and result interpretation. However, as the article is limited to establishing a theoretical foundation and proposing a procedure, further studies should conduct pedagogical experiments to verify its effectiveness in different engineering education contexts.

Kì vọng học tập trực tuyến của sinh viên trong bối cảnh chuyển đổi số: Nghiên cứu tại Khoa Ngoại ngữ, Đại học Cần Thơ

Lữ Quốc Vinh, Nguyễn Thị Kim Lan, Nguyễn Lam Vân Anh, Nguyễn Ngọc Chi Lan — Thu, 02 Jul 2026 00:00:00 +0700

In the context of higher education’s digital transformation, understanding students’ expectations of online learning has become a critical issue. This study employed a descriptive quantitative design, collecting primary data from 457 students of the Faculty of Foreign Languages, Can Tho University, across five factors: user interface, teaching-learning activities, lecturers’ roles and support, assessment, and perceived learning outcomes. Data were collected through a structured questionnaire using a five-point Likert scale and analyzed with descriptive statistics in SPSS version 20. The findings reveal that students’ overall expectations reached a “high” level (M = 3.90/5), with the highest rating for lecturers’ roles and the lowest for user interface. Students remained cautious about aspects related to traditional classroom experiences and practical learning. The study provides implications for curriculum enhancement, pedagogical innovation, and the development of digital learning infrastructure in higher education.

Kết hợp video trí tuệ nhân tạo và infographic hỗ trợ dạy học đọc hiểu văn bản thơ cho học sinh lớp 2

Lê Nguyễn Đoan Trang, Ngô Tuyết Phượng, Phan Thị Hồng Ánh — Sun, 31 May 2026 00:00:00 +0700

In the context of educational digital transformation, artificial intelligence has increasingly gained attention as a tool to support the design of instructional materials and the innovation of teaching practices in primary education. In teaching poetry reading comprehension to second-grade students, supporting students in visualizing literary imagery, comprehending content, and sustaining learning engagement remains a considerable challenge. Drawing on theories of literary reception, multimedia learning, and the cognitive characteristics of early primary school students, this article proposes an approach to integrating artificial intelligence-generated videos with infographics to support poetry reading comprehension for second-grade students through a structured design process. The findings indicate that artificial intelligence-generated videos can support the visualization of settings, imagery, and poetic content, while infographics contribute to organizing knowledge and facilitating information retention through visual representation. The integration of these two forms of instructional materials may support poetry reading comprehension among second-grade students in ways that are more aligned with their cognitive characteristics.

Nhận diện và phản bác quan điểm sai trái để bảo vệ nền tảng tư tưởng của Đảng trong giảng dạy học phần Chủ nghĩa xã hội khoa học ở đại học

Nguyễn Lệ Thu — Sun, 31 May 2026 00:00:00 +0700

In the context of hostile forces increasingly distorting Marxism-Leninism, Ho Chi Minh Thought, and the path to socialism in Vietnam, identifying and refuting erroneous viewpoints in the teaching of the Scientific Socialism course is crucial in protecting the Party's ideological foundation and educating students' political awareness. This article focuses on identifying and refuting four typical groups of erroneous viewpoints: denying the historical mission of the working class; denying the path to socialism; distorting the issue of democracy under a one-party system; and equating “national self-determination” with “ethnic minority rights.” Based on document analysis and comparison with the practical development in Vietnam, the article proposes three groups of solutions: improving the quality of the teaching staff; innovating teaching methods; and innovating assessment and evaluation methods to develop students' ability to identify and refute erroneous viewpoints. The research findings contribute to improving the quality of teaching political theory subjects in universities today.

Đề xuất mô hình quản lí nguồn lực hỗ trợ hoạt động thực tập của sinh viên trong hợp tác giữa nhà trường và doanh nghiệp

Nguyễn Trần Diệu Anh, Nguyễn Quốc Trị — Sun, 31 May 2026 00:00:00 +0700

In the new phase of development, as the demand for high-quality human resources becomes increasingly pressing, education and training are expected to take a proactive and leading role. Beyond their mission as indirect contributors to wealth creation and socio-economic development, higher education institutions are required to fulfil a mission of coordinating and mobilising resources for the development of professional competencies. However, in practice, the management of resources supporting internship programmes has yet to be structured within a coherent standards-based framework, particularly about the integration and coordination of tangible and intangible resources among relevant stakeholders. Drawing on setting theory to inform the PDCA cycle and the Triple Helix framework, this paper proposes a resource management framework to support internship activities, aiming to strengthen stakeholder coordination, enhance resource utilisation efficiency and promote the sustainable development of internship programmes.

Áp dụng cách tiếp cận “từ nguyên học” để phát triển vốn từ vựng học thuật cho sinh viên: Nghiên cứu tại Trường Đại học Kỹ thuật Lê Quý Đôn

Nguyễn Thị Ngọc Trang, Đỗ Hải Phú, Lê Đức Toàn — Sun, 31 May 2026 00:00:00 +0700

In the context of Vietnam’s entire education system striving to establish English as a second language, the need to reform teaching methodologies, towards substantive learning driven by strong intrinsic motivation among learners, has become more urgent than ever. This research is a novel experiment, employing etymological approach to systematically develop intermediate-level English vocabulary for non-major students. The results of the pre-experiment on 36 students, obtained through pre-post test score comparison, a questionnaire survey, semi-structured interviews, indicated a consistent improvement in scores across the entire group. 77.8% students reported increased learning motivation while 33,3% observed enhanced memory efficiency and improved ability to form connections and expand their vocabulary. However, with this approach, learners also encountered notable challenges, particularly in the initial stages, such as discouragement caused by time consuming nature of information searching and heavy cognitive load. Therefore, it is advisable to combine this approach with the communicative approach featured with in-class activities through four skills (listening, speaking, reading and writing), alongside uploading etymological content to online platforms in order to alleviate psychological and cognitive pressure, thereby enhancing self-directed learning along personalized pathways beyond the classroom.

Phát triển năng lực chuyển hóa ngôn ngữ toán học cho sinh viên sư phạm Toán: Nghiên cứu thực trạng tại Trường Đại học Hải Dương

Thu Hà Nguyễn Thị — Sun, 31 May 2026 00:00:00 +0700

In the context of current digital transformation and educational innovation, the competency to translate mathematical language has become a crucial requirement for mathematics education students to meet the demands of competency-based teaching. This study presents the results of a survey of 15 mathematics lecturers at Hai Duong University on the current state of mathematical language translation skills among mathematics education students. Following this, the study proposes several directions for developing this ability for mathematics education students at Hai Duong University. The survey results show that the students' mathematical language translation skills are rated at an average level (average score = 3.38). Students excel in identifying and understanding different forms of mathematical language and modeling real-world situations using mathematical language, but are limited in expressing and presenting mathematical content and assisting students in converting between different representations. Therefore, instructors need to regularly organize activities that help students develop the ability to flexibly switch between different forms of mathematical representation, and enhance teaching situations linked to professional practice during the teaching of mathematics courses.

Thực trạng năng lực khai thác dữ liệu và thông tin của học sinh khi học chủ đề “Thống kê - xác suất” (Toán 10)

Nguyễn Thụy Phương Trâm — Sun, 31 May 2026 00:00:00 +0700

In general education, data and information literacy is an important component of learning Statistics and Probability; however, the current situation of students’ competence in this area has not yet been comprehensively investigated. This study aims to examine students’ self-assessed manifestations of data and information literacy when learning the topic of Statistics and Probability in Grade 10 Mathematics. A descriptive quantitative approach was employed through a questionnaire survey administered to 180 Grade 10 students and 45 mathematics teachers from several upper secondary schools in Lam Dong Province, Vietnam. The collected data were analyzed using descriptive statistics, including mean scores, standard deviations, and frequency distributions. The findings indicate that students have demonstrated some positive initial manifestations in searching for, accessing, and evaluating information sources in digital environments. However, their ability to organize and utilize data remains inconsistent. Furthermore, the survey results mainly reflect students’ self-perceptions and confidence levels rather than their actual statistical performance in specific tasks. From the teachers’ perspective, greater attention has been paid to the use of real-world data and technology in teaching; nevertheless, challenges related to instructional resources and technological conditions persist. The study highlights the need to strengthen statistical practice activities, the use of authentic data, and technology integration in order to enhance students’ data and information literacy in the teaching and learning of Statistics and Probability.

Phát triển năng lực đọc hiểu văn bản văn học cho học sinh lớp 3 qua ngữ liệu đa phương thức trong bối cảnh chuyển đổi số: Một nghiên cứu tại tỉnh Tuyên Quang

Sun, 31 May 2026 00:00:00 +0700

In the context of educational digital transformation, developing literary text reading comprehension competence for primary school students has become an urgent task aimed at fostering language ability, aesthetic thinking, and humanistic emotions. This study focuses on conducting interviews and questionnaire surveys administered via Google Forms, involving 9 teachers and 89 students at Phuc Ung Primary School, Son Duong Commune, Tuyen Quang Province. The results indicate that the application of multimodal resources helps increase students’ reading interest, deepen their understanding of content and artistic imagery, and simultaneously develop their ability to express emotions and language. Teachers also become more proactive and creative in organizing learning activities and guiding students to explore literary texts through multiple information channels. However, the study also identifies several limitations, such as the uneven use of multimodal resources, inadequate facilities, and teachers’ limited technological competence, which affect the effectiveness of implementation in practice. Based on the survey results, the article proposes several solutions to enhance the effectiveness of using multimodal resources in teaching literary text reading comprehension for third-grade students, contributing to the achievement of competency-based education goals under the 2018 General Education Curriculum. The research findings aim to enhance the effectiveness of literary text reading comprehension instruction from a competency-based perspective and provide a practical foundation for innovating primary-level Vietnamese language teaching in the context of digital transformation.

Xây dựng khung năng lực khai thác học liệu số của sinh viên ngành Sư phạm

Sun, 31 May 2026 00:00:00 +0700

In the context of the rapid digital transformation in education, pre-service teachers need strong competencies in utilizing digital learning resources to support learning, research, and instructional design in digital environments. However, there is still a lack of a comprehensive and systematic theoretical framework specifically addressing this competency for Vietnamese pre-service teachers. This study proposes a competency framework for digital learning resource exploitation, comprising nine components organized into four major groups: (1) Identifying and evaluating digital learning resources; (2) Organizing and integrating digital learning resources into teaching;
(3) Creating and adapting digital learning resources; and (4) Professional development and digital responsibility. Each component is described in detail across eight competency levels (B1–B8) aligned with the National Digital Competency Framework. The proposed competency framework harmoniously incorporates international frameworks such as DigCompEdu and UNESCO DLGF while remaining appropriate to the Vietnamese context. The findings provide an initial theoretical reference and scientific foundation for designing teacher education curricula, specialized courses, and digital competency assessment tools for pre-service teachers, thereby contributing to improving the quality of teacher education in the digital era. However, the proposed framework still requires empirical validation to confirm its feasibility and applicability in teacher education practice.

Sử dụng tác phẩm văn học dân gian trong thực hiện chương trình giáo dục trẻ 3–6 tuổi ở các trường mầm non vùng dân tộc thiểu số: Thực trạng và biện pháp

Trần Thị Nhung, Cao Thị Thu Hoài — Sun, 31 May 2026 00:00:00 +0700

The use of folk literature in implementing educational programs for 3-6 year olds in ethnic minority preschools is of significant importance. This study uses surveys and in-depth interviews to gather teachers' opinions on the current situation and propose measures for using folk literature in these programs. The results show that ethnic minority preschools still face many difficulties in organizing educational activities using folk literature due to children's limited Vietnamese language skills, shyness, lack of confidence, and challenges in developing teaching materials, applying digital technology, and coordinating with parents. Therefore, three measures have been proposed to enhance the effectiveness of implementing educational programs for children aged 3-6 in preschools in ethnic minority areas, thereby contributing to improving educational quality and preserving traditional cultural values.

Đề xuất khung năng lực chuyên ngành cho sinh viên ngành Sư phạm Lịch sử Trường Đại học Thủ đô Hà Nội

Trần Vân Anh, Nguyễn Thị Thanh Thúy — Sun, 31 May 2026 00:00:00 +0700

This study proposes a specialized competence framework for students majoring in History Teacher Education at Hanoi Metropolitan University, aiming to address the gap between the program learning outcomes and the requirements for competency assessment in specialized courses. The study employed document analysis, comparative analysis of domestic and international competency standards, a survey of 102 students and 5 lecturers in History Teacher Education, and expert consultation to develop and refine the framework. The findings propose a competence framework consisting of four domains: historical competence; history teaching competence; research and professional development competence; and competence in professional development, social responsibility, and innovation in history education. Each domain is specified into sub-competencies, indicators, and four developmental levels. The proposed competence framework can serve as a basis for reviewing course learning outcomes, designing learning tasks, developing assessment rubrics, organizing learning evidence, and improving History teacher education programs based on a competence-based approach.

Ảnh hưởng của mức độ sẵn sàng, năng lực và gắn kết thực tập đến kết quả thực tập nghề nghiệp của sinh viên các ngành ngoài sư phạm ở Trường Đại học Giáo dục - Đại học Quốc gia Hà Nội

Vũ Thị Thuý Hằng — Sun, 31 May 2026 00:00:00 +0700

In the context of higher education increasingly emphasizing the connection between training and practical professional requirements, professional internships are considered a crucial activity for developing students' professional competence. This study aims to analyze the influence of readiness, professional competence, and internship engagement on the professional internship outcomes of students in non-pedagogical majors at the University of Education - Vietnam National University, Hanoi. Using a quantitative method with structural equation modeling (SEM) on a survey sample of 176 students who completed the professional internship course, the research results show that the level of readiness for internships does not directly impact internship outcomes but indirectly influences them through professional competence and, especially, students' internship engagement. Among the factors surveyed, internship engagement is the factor with the strongest influence on professional internship outcomes. Therefore, to improve the effectiveness of internships, schools need not only focus on students' initial preparation but also create conditions that encourage active participation and engagement throughout the internship process.

Tiếng ồn trắng và giấc ngủ, lo âu, stress ở người trưởng thành: Một nghiên cứu tổng quan

Bùi Hoài Nam, Hà Thị Minh Chính — Sun, 31 May 2026 00:00:00 +0700

Currently, psychological stress and sleep disorders are increasing and becoming a significant public health concern; therefore, research on sleep, anxiety, and stress is particularly necessary. This paper synthesizes 20 studies selected through a screening process from scientific databases including PubMed, Scopus, and Google Scholar, using a systematic review approach following the PRISMA 2020 guidelines. The study aims to systematize the most recent evidence on the effects of white noise on three key aspects of mental health in adults, including sleep, anxiety, and stress. The results indicate a consistent improvement in sleep quality, particularly in environments with high levels of ambient noise. Regarding anxiety, findings suggest a promising trend of improvement; however, the evidence remains limited and inconsistent. The effects of white noise on stress are still inconclusive across studies. These discrepancies may be related to variations in participant characteristics, sound intensity, and duration of intervention. Based on these findings, the paper proposes an integrated explanatory framework in which white noise is conceptualized as a tool for stabilizing the sensory environment, helping to reduce neural activation driven by the unpredictability of environmental sounds, thereby supporting improvements in sleep and psychological states.

Tổ chức dạy học bài thực hành Lịch sử cho học sinh tại bảo tàng: Một nghiên cứu tại Thành phố Cần Thơ

Nguyễn Thị Thùy Mỵ, Nguyễn Mạnh Hưởng, Phạm Hoài Đạt — Sun, 31 May 2026 00:00:00 +0700

Practical history lessons at museums and historical sites are a new type of lesson emphasized in the 2018 General Education Program, aiming to develop students' cognitive abilities and historical thinking. Learning history at museums allows students to directly access historical artifacts and documents, thereby developing their ability to analyze and relate history to reality. This study was conducted to examine the effectiveness of organizing practical history lessons at the Military Region 9 Museum for students, particularly in developing critical thinking skills and soft skills. The study employed a case study method combined with pedagogical observation, analysis of learning products, and collection of student feedback. The research results show that learning at museums helps students enhance their ability to analyze historical events and develop collaborative, presentation, and technology application skills. This research is significant in confirming the effectiveness of this teaching method and opens avenues for further research into developing specific guidelines for teachers to implement history practical exercises at museums.

Đề xuất giải pháp phát triển đội ngũ giảng viên ở các trường đại học định hướng nghiên cứu tại Đại học Quốc gia Hà Nội

Vũ Thị Ngà — Sun, 31 May 2026 00:00:00 +0700

Faculty development is an important requirement for higher education institutions transitioning toward a research-oriented model in the context of university autonomy, international integration, and academic competition. This article employs document analysis and synthesis, a questionnaire survey of 109 lecturers and administrators, and descriptive statistics to process the survey data. The findings indicate that faculty development should be organized as a coherent management process, linking the development of faculty standards as a basis for workforce planning; competency-based recruitment; training and professional development aligned with the requirements of research-oriented universities; performance-based evaluation; and the improvement of incentive and remuneration policies. The initial validation results show that the five proposed solutions were rated highly in terms of necessity and feasibility. The article contributes scientific and practical grounds for improving management practices, human resource policies, and faculty development strategies in research-oriented universities.

Sử dụng phần mềm Wizer.me trong thiết kế quy trình dạy học viết bài văn cho học sinh lớp 5

Lê Văn Luận, Ngô Tuyết Phượng, Nguyễn Phan Thảo Huyên — Sun, 31 May 2026 00:00:00 +0700

Writing instruction in Grade 5 plays an important role in developing students’ language competence, thinking skills, and text production ability. However, current writing instruction still faces several limitations, as students often experience difficulties in generating ideas, organizing content, expressing ideas coherently, and tend to rely heavily on model texts. In response to the requirements for pedagogical innovation under the 2018 General Education Curriculum and the growing trend of digital transformation in education, this study investigates the potential application of the Wizer.me platform in Grade 5 writing instruction from a competency-based approach. The study adopts a theoretical research approach combined with educational design research to analyze the characteristics of writing instruction, examine the pedagogical affordances of Wizer.me, and propose a worksheet design process to support process-based writing activities. Based on this framework, the study illustrates the implementation of the proposed process through the lesson “Developing an Outline for a Creative Narrative Essay” in Grade 5 Vietnamese language education. The findings provide practical implications and offer insights into the potential integration of digital technology in primary writing instruction.