Tạp chí Giáo dục

Đề xuất khung năng lực số cho giảng viên đại học lĩnh vực khoa học xã hội

Trịnh Thị Phương Dung, Trần Trung, Trần Thị Yên — Wed, 15 Jul 2026 00:00:00 +0700

Digital transformation and the rapid advancement of artificial intelligence are placing new demands on university lecturers. However, existing digital competence frameworks do not fully reflect the professional roles and responsibilities of university lecturers or the specific characteristics of the social sciences. This study employs a literature review approach, analyzing and comparing national and international digital competence frameworks while considering the professional duties of university lecturers and the distinctive features of the social sciences. The findings propose a digital competence framework comprising five domains and seventeen criteria, structured across three proficiency levels: basic, proficient, and advanced. In addition to common competencies related to teaching, assessment, and professional development, the framework emphasizes discipline-specific requirements such as the digitization of social science resources, qualitative and quantitative data analysis, the use of AI in teaching, research, and other academic activities, the promotion of academic integrity, and the protection of human-subject data. The proposed framework may serve as a reference for competence assessment, the identification of professional development needs, and the design of professional development programs for social science lecturers. Future research should involve expert consultation and empirical validation to examine the reliability and applicability of the framework.

Mối liên hệ giữa thực hành tự chủ trường học của hiệu trưởng và cái tôi hiệu quả của giáo viên phổ thông

Trương Đình Thăng, Trần Hải Ngọc, Đinh Thị Hồng Vân — Wed, 15 Jul 2026 00:00:00 +0700

This study examined the relationship between principals’ practices of school autonomy and teacher self-efficacy in Vietnamese general education. A cross-sectional correlational research design was employed. The sample comprised 1,428 teachers from four provinces and municipalities in Vietnam: Hanoi, Quang Tri, Hue City, and Ho Chi Minh City. Of these participants, 52.5% taught at the primary level and 47.5% at the lower secondary level. Principals’ school autonomy practices were measured across four domains-personnel, finance, facilities, and teaching and educational activities-using a 10-point scale. Teacher self-efficacy was assessed using the Ohio State Teacher Efficacy Scale (OSTES; Tschannen-Moran & Hoy, 2001), measured on a 9-point scale. Linear regression analysis indicated that principals’ autonomy practices significantly predicted teacher self-efficacy, and the results remained statistically significant after controlling for demographic variables. The findings suggest that strengthening substantive decentralisation and empowerment for school principals may serve as a policy strategy for improving teacher self-efficacy in the context of implementing Vietnam’s 2018 General Education Curriculum.

Khung năng lực số và mô hình phát triển năng lực số cho cán bộ Đoàn Thanh niên Cộng sản Hồ Chí Minh trong các trường đại học khu vực Đồng bằng sông Cửu Long

Trương Tấn Đạt, Nguyễn Minh Tuấn, Lâm Văn Tân, Trương Nguyễn Thanh Thảo — Wed, 15 Jul 2026 00:00:00 +0700

In the context of digital transformation in higher education, Ho Chi Minh Communist Youth Union cadres at universities are gradually shifting from their traditional role of organizing youth movement activities to supporting student affairs governance and facilitating educational activities in digital environments. However, existing studies have primarily focused on the digital competence of lecturers and educational administrators, while a dedicated digital competence framework for Youth Union cadres in higher education institutions remains absent. This study proposes a digital competence framework and a digital competence development model for Ho Chi Minh Communist Youth Union cadres in universities in the Mekong Delta from the perspective of digital educational governance. The study adopts a qualitative research approach through a literature review, policy content analysis, and comparative analysis of existing digital competence frameworks in education. Based on this approach, the study proposes a digital competence framework comprising five core competence domains: digital governance and interaction; digital content development; digital data and platform utilization; digital safety and ethics; and digital adaptability and innovation. In addition, it develops a digital competence development model structured around four interrelated pillars: institutional framework and competence standards, professional development, digital experiential environments, and support mechanisms and resource investment. The study extends current perspectives on digital competence development in higher education by addressing Ho Chi Minh Communist Youth Union cadres as a distinct professional group and provides a conceptual reference framework to support policy formulation, professional development programme design, and workforce development in the context of digital transformation in higher education.

Chuyển đổi số trong giáo dục đại học tại Việt Nam: Tổng quan các nghiên cứu giai đoạn 2015–2025

Wed, 15 Jul 2026 00:00:00 +0700

Digital transformation in Vietnamese higher education has become an urgent requirement in the context of the Fourth Industrial Revolution and national digital transformation policies. This study aims to synthesize research themes, findings, limitations, and gaps in digital transformation in Vietnamese higher education. Using a literature review approach, the study analyzed 35 publications published between 2015 and 2025 and selected through a predefined screening process. The findings reveal five main thematic clusters: digital governance and leadership; teaching, assessment, and evaluation in digital environments; digital competence development for lecturers and students; digital infrastructure, data, and learning resources; and policies and digital university models. However, existing studies mainly describe current practices, lack empirical evidence, lack digital maturity assessment models suitable for Vietnam, and pay limited attention to educational data, artificial intelligence, digital ethics, and data security. This study contributes to systematizing existing knowledge, identifying research gaps, and providing a scientific basis for guiding future studies on digital transformation in Vietnamese higher education.

Lạm dụng trí tuệ nhân tạo và vấn đề liêm chính học thuật trong học tập môn Toán ở trường trung học phổ thông: So sánh theo chủ đề góc nhìn học sinh và giáo viên

Nguyễn Thụy Phương Trâm, Chu Vĩnh Quyên — Wed, 15 Jul 2026 00:00:00 +0700

In the context of the increasing integration of generative artificial intelligence (AI) into education, the use of AI in mathematics learning presents both opportunities for enhancing learning and challenges related to AI dependency and academic integrity. This study investigates the use, misuse, dependency, and academic integrity issues associated with AI in mathematics learning from the perspectives of 1,388 high school students and 100 mathematics teachers. The findings indicate that 97.6% of students have used AI for learning mathematics, with 89.3% reporting occasional or frequent use. Although 78.7% of students stated that they carefully reviewed AI-generated solutions to understand the problem-solving process, 78.5% perceived the use of AI for cheating or academic dishonesty as fairly common or very common. From the teachers' perspective, 75.0% had occasionally or frequently detected students using AI for dishonest purposes, while 80.0% observed signs of AI dependency among students. Correlation analysis revealed a statistically significant but practically negligible relationship between the frequency of AI use and the risk of AI dependency (rho = 0.055). The findings provide descriptive evidence regarding perceptions and practices of AI use in mathematics learning and suggest the need for transparent AI-use policies, AI literacy education, and the reform of mathematics assessment practices toward emphasizing reasoning, explanation, and solution verification.

Thực trạng dạy học theo mô hình STSE ở một số trường trung học cơ sở tại Việt Nam

Wed, 15 Jul 2026 00:00:00 +0700

Developing students’ comprehensive competencies, particularly their ability to apply knowledge to solve real-world problems, is a central goal of Vietnam’s 2018 General Education Curriculum. The STSE model (Science - Technology - Society - Environment) is an integrated approach that connects scientific knowledge with technological, social, and environmental issues in order to develop students’ problem-solving competence. In Vietnam, studies on the STSE model have mainly focused on its application to specific instructional topics, while investigations into the current status of STSE implementation in teaching at secondary schools remain limited. This study employed a descriptive survey design and collected online data from 209 teachers at 20 lower secondary schools across five provinces/cities. The findings, within the scope of the surveyed sample, show that teachers had highly positive perceptions of the significance of STSE-based teaching. However, their understanding of the instructional process and their ability to design STSE-based topics remained limited. The main difficulties included designing real-world situations, a lack of illustrative teaching materials, unclear implementation procedures, limited preparation time, and challenges in developing tools for assessing students’ competencies. Based on the survey results, the study draws several implications to support teachers in implementing the STSE model in teaching at secondary schools.

Năng lực chăm sóc ứng đáp của giáo viên mầm non trong bối cảnh chuyển đổi số giáo dục: Khung năng lực và chu trình đề xuất

Bùi Thị Hồng Hạnh, Hán Thị Thu Trang, Bùi Thị Hồng Diễm — Wed, 15 Jul 2026 00:00:00 +0700

In the context of digital transformation in education and the increasing emphasis on child-centered education, developing responsive caregiving competency has become an essential professional requirement for preschool teachers. However, existing studies have primarily approached responsive caregiving as a set of caregiving practices or skills, while its professional competence framework and implementation process remain insufficiently conceptualized. This study aims to propose a competency framework for responsive caregiving among preschool teachers and to develop an implementation cycle for applying this competence in early childhood care and education. The study employed document analysis, synthesis, and theoretical comparison of domestic and international literature on responsive caregiving, child-centered education, teacher professional competence, and digital transformation in education. The study proposes a competency framework comprising six core components, together with an iterative implementation cycle in which observing, interpreting, responding, and adjusting are continuously integrated and supported by trusting relationships, family collaboration, and the use of data and digital technologies. The proposed framework contributes to the theoretical understanding of responsive caregiving as a professional competence for preschool teachers and provides a foundation for developing teacher education programs, professional development activities, and assessment tools. Future studies are recommended to empirically validate and further refine the proposed competency framework in educational practice.

Thực trạng hoạt động giáo dục đạo đức cho học sinh tiểu học tại phường Sóc Trăng, thành phố Cần Thơ

Danh Thị Thảo, Cao Ngọc Báu — Mon, 17 Aug 2026 00:00:00 +0700

This study evaluates the current status of moral education activities for students in primary schools in Soc Trang ward, Can Tho City the research focuses on examining the fundamental components of moral education activities, including educational objectives, educational content, organizational forms, educational methods, and the assessment and evaluation of moral education outcomes. The study employed a mixed-methods approach, combining questionnaire surveys, interviews, and statistical analysis. Data were collected from 235 school administrators and primary school teachers in Soc Trang ward. The study findings reveal that moral education activities in primary schools have been implemented relatively effectively, with the overall mean scores across the component dimensions ranging from 3.87 to 3.95. The highest-rated aspects include the development of students’ moral awareness, patriotism education, and moral education through collaboration among schools, families, and the wider community. However, several limitations remain, particularly in the organization of experiential learning activities, the promotion of students’ self-improvement and self-development, and the coordination among educational stakeholders in assessing and evaluating students’ moral development. The study provides practical evidence for educational administrators and primary school teachers in developing strategies to enhance the quality and effectiveness of moral education in primary schools under current educational reform initiatives.

Phân tích hồ sơ tiềm ẩn về năng lực giải quyết vấn đề của trẻ mẫu giáo 5-6 tuổi tại Thành phố Hồ Chí Minh

Đỗ Chiêu Hạnh, Phạm Bích Thủy, Trần Tuyến, Triệu Tất Đạt, Vũ Thị Thanh Huyền — Wed, 15 Jul 2026 00:00:00 +0700

Although there have been many studies on problem-solving competence worldwide, in Vietnam there is still a lack of research using LPA to categorize problem-solving competence in 5-6 year old preschool children. This study aimed to identify problem-solving competence profiles among preschool children aged 5-6 years in Ho Chi Minh City using Latent Profile Analysis (LPA). A quantitative cross-sectional design was employed with a sample of 370 preschool children. Data were collected using the Problem-Solving Skills Scale (PSSS), which includes 10 components of problem-solving competence. The results indicated that a two-profile model provided the best fit, comprising a high-development profile (13.8%) and a moderate-development profile (86.2%). Significant differences were found between the two profiles in 7 of the 10 competence components (p < .05), with the largest effect sizes observed for problem identification (d = 1.05) and outcome prediction (d = 0.94). The proportion of children classified into the high-development profile was significantly higher in public preschools than in private preschools (20.8% vs. 4.4%; χ² = 18.95, p < .001). The study provides empirical evidence for the heterogeneity of problem-solving competence among preschool children and extends the application of Latent Profile Analysis in early childhood education research in Vietnam.

Dạy học giải toán ở tiểu học với sự hỗ trợ của Gemini nhằm phát triển năng lực giải quyết vấn đề toán học cho học sinh

Đỗ Thị Hồng Minh, Nguyễn Thị Quỳnh Anh — Wed, 15 Jul 2026 00:00:00 +0700

The 2018 general education curriculum aims to develop students' comprehensive qualities and competencies; among which, mathematical problem-solving competence is one of the core components that needs to be developed in mathematics education. This research proposes a teaching process for problem-solving in primary school with the support of Gemini to create visual simulations to develop students' mathematical problem-solving competence. The proposed process is illustrated through solving a specific problem in the topic “Area and Volume of Some Geometric Shapes” (Mathematics 5). Integrating visual simulations helps students improve their ability to identify problems, choose solutions, implement solutions, and self-check and adjust results. Through the illustrative example, visual simulations help students understand the geometric nature and reduce rote memorization of formulas. This article contributes to suggesting an approach to integrating artificial intelligence into mathematics teaching, while further experimental research and standardization of the process in primary education practice are needed.

Phát triển tư duy thiết kế của học sinh trong dạy học chủ đề “Năng lượng và sự biến đổi” (Khoa học tự nhiên 6) theo định hướng giáo dục STEM

Lê Hoàng Phước Hiền, Lê Thị Huê, Lê Thị Thu Hiền — Wed, 15 Jul 2026 00:00:00 +0700

In the context of competency-based educational reform, STEM education has been extensively validated as an effective pedagogical approach. However, instructional practices oriented towards fostering students' Design Thinking (DT) still lack specific pedagogical models. Furthermore, highly abstract topics such as "Energy and its Changes" urgently require novel approaches to facilitate students' knowledge construction and cognitive development. To address this literature gap, this study employs a mixed-methods approach, emphasizing educational design research and pedagogical experimentation. The study successfully applied a 5-stage STEM instructional process integrating DT to design a lesson sequence for the topic “Energy and its Changes” through the “Elastic Potential Energy Car” project. Pedagogical experimentation conducted on 104 sixth-grade students revealed a statistically significant improvement in their DT competencies (p < 0.001, Cohen's d = 0.91). The proposed instructional sequence demonstrates high feasibility, providing both the conceptual framework and procedural scaffolds that enable students to translate abstract concepts into practical solutions. Consequently, this approach substantially contributes to cultivating students' creative problem-solving skills and DT, effectively fulfilling the requirements of modern STEM education.

Phát triển năng lực khoa học tự nhiên của học sinh theo định hướng giáo dục STEM thông qua dạy học nội dung “Áp suất” (Khoa học tự nhiên 8)

Mai Thị Thu Hiền, Lê Thanh Huy — Wed, 15 Jul 2026 00:00:00 +0700

In the context of contemporary general education, which emphasizes the development of learners' competencies and their ability to apply knowledge to real-world situations, this study aims to evaluate the effectiveness of the STEM education model in fostering students' natural science competence through the topic of “Pressure” in Grade 8 Natural Science. The study implemented an eight-step STEM teaching process through the experimental theme “Automated Pesticide Spraying and Irrigation Systems in Agriculture” with 47 students in Da Nang City. The quantitative analysis results indicated significant improvements in students' scientific literacy and their ability to apply knowledge of fluid pressure to practical situations after the intervention. The paired-samples t-test confirmed a statistically significant difference (t = -15.654, p < 0.05). The findings demonstrate the effectiveness and feasibility of the STEM education model in developing scientific literacy, while also promoting students’ self-directed learning, collaborative skills, and learning motivation. These results provide empirical evidence supporting the implementation of STEM education within the general education curriculum.

Ảnh hưởng từ môi trường hỗ trợ học đường đến hiệu quả và khả năng tiếp cận trợ giúp tâm lí của học sinh tại một số trường trung học phổ thông ở Thành phố Hồ Chí Minh

Ngô Thị Mộng Thu — Wed, 15 Jul 2026 00:00:00 +0700

Psychological difficulties among high school students are an important educational concern, and access to support is influenced by both individual attitudes and the school support environment. This study examines the relationship between school-based support conditions and psychological support effectiveness/access to help among 916 high school students in Ho Chi Minh City. Data from the survey were analyzed using descriptive statistics, comparison tests, correlation and multiple regression. Students reported high levels of physical/mental health concerns (M = 4.47), learning-related problems (M = 4.42) and family relationship difficulties (M = 4.13). They mainly sought support from trusted teachers (M = 4.47), psychological staff (M = 4.41) and homeroom teachers (M = 4.13). School social work and counseling activities were perceived as frequently implemented. Regression results showed that personnel-related factors, policy mechanisms and school/program conditions significantly predicted support effectiveness and access facilitation (R² = 0.51; F = 48.63; p < 0.001). The findings highlight the importance of a trust-based school support ecosystem and suggest strengthening teacher capacity, professionalizing counseling/social work services and improving coordination among schools, counselors and parents.

Thiết kế câu hỏi theo hướng tiếp cận PISA trong dạy học phần “Điện” (Khoa học tự nhiên 9) với sự hỗ trợ của trí tuệ nhân tạo

Nguyễn Đăng Nhật, Trần Thùy Dương — Wed, 15 Jul 2026 00:00:00 +0700

In the context of competency-based teaching and the rapid development of artificial intelligence (AI), supporting teachers in designing questions using the PISA approach has become a practical requirement. This paper uses a document analysis and synthesis method to propose a process for designing questions using the PISA approach with the support of AI and illustrates this process through the construction of a question system for the “Electricity” section (Natural Science 9). The process consists of 5 steps, in which AI assists in building context, suggesting questions and answers, while the teacher plays a leading role in selecting, evaluating, and refining the product. Expert feedback on the designed question system shows that the system is rated “High” to “Very High” in terms of necessity, quality, effectiveness of AI use, and practical applicability, with an overall average score of 4.22 and a Cronbach's Alpha coefficient of 0.95. However, to ensure scientific accuracy and pedagogical effectiveness, AI-generated products need to be verified, adjusted, and refined by teachers before being used in practical teaching.

Định hướng phát triển hệ sinh thái giáo dục số trong kế hoạch chiến lược của một số cơ sở giáo dục đại học công lập tại Việt Nam

Nguyễn Diệu Cúc — Wed, 15 Jul 2026 00:00:00 +0700

This study aims to analyze and evaluate the strategic direction of developing digital education ecosystems as reflected in the strategic plans of some public higher education institutions. The study employs a qualitative content analysis method based on the digital education ecosystem theoretical framework by Nguyen & Tuamsuk (2022) to perform full-text data coding of 20 strategic documents using MAXQDA software. The research findings indicate that universities have initially paid attention to most components of the digital education ecosystem, with a high frequency of occurrence assigned to abiotic components of a technical and technological nature (such as technical infrastructure and digital learning models). Conversely, the core elements belonging to the pedagogical core (such as training programs, testing and assessment) and the biotic components including educators, learners, and external stakeholders have a lower frequency of occurrence. The research findings serve as a valuable reference to help public higher education institutions adjust their governance strategies using a digital education ecosystem approach.

Các yếu tố quyết định ý định khởi nghiệp du lịch kĩ thuật số trong sinh viên ngành Du lịch: Một mô hình nghiên cứu tích hợp

Nguyễn Đức Hiếu, Nguyễn Viết Bằng — Wed, 15 Jul 2026 00:00:00 +0700

Digital transformation is changing the way value is created and how startups operate in the tourism industry. This study examines the determinants of digital tourism entrepreneurial intention among Vietnamese tourism students by integrating the Theory of Planned Behavior with digital-context factors. Using survey data from 236 students and PLS-SEM analysis, the findings reveal that digital tourism entrepreneurial self-efficacy plays a central mediating role and has the strongest impact on entrepreneurial intention. The tourism entrepreneurial ecosystem significantly enhances self-efficacy but does not directly influence attitude. Digital transformation is the only factor that directly affects both self-efficacy and attitude. Opportunity recognition influences intention indirectly through self-efficacy. The integrated model explains 44.4% of the variance in entrepreneurial intention and 41.9% in attitude, confirming the critical role of self-efficacy as a prerequisite for translating external factors into entrepreneurial attitudes and intentions. The results provide empirical evidence for tourism education institutions to redesign curricula by integrating digital competency training, experiential entrepreneurship pedagogy, and supportive ecosystem development to foster digital entrepreneurship among tourism students.

Đề xuất mô hình học tập D-STEM nhằm hỗ trợ tự nhận diện kĩ thuật bóng chuyền bằng dữ liệu số

Wed, 15 Jul 2026 00:00:00 +0700

Digital transformation is creating new opportunities for innovation in physical education through the application of digital data, motion analysis, and artificial intelligence. This study employed a quantitative descriptive approach to evaluate 67 students’ digital competence readiness and propose a D-STEM learning model to support self-recognition of volleyball techniques using digital data. The findings indicate that most students have a high level of access to digital technologies but remain limited in data utilization and the use of motion analysis tools. Based on these results, a seven-step D-STEM model grounded in the Engineering Design Process (EDP) was developed, integrating the Digital component into STEM through video-based volleyball technique analysis. The proposed model is expected to partially support the cultivation of digital competence, guide data-driven thinking, and students’ ability to identify technical movement errors, while providing a foundation for implementing smart physical education.

Thực trạng sử dụng công cụ trí tuệ nhân tạo trong ôn thi tốt nghiệp trung học phổ thông của học sinh lớp 12: Khảo sát tại một trường ở Đồng bằng sông Cửu Long

Lê Trường An, Nguyễn Kim Loan — Wed, 15 Jul 2026 00:00:00 +0700

Generative artificial intelligence (AI) is increasingly used by school students, yet empirical evidence on its utilization by Vietnamese Grade 12 students for high-stakes examination preparation remains sparse. This descriptive survey examined the frequency and forms of students’ AI use, the tools, subjects and learning purposes involved, as well as their verification practices, concerns and guidance needs. Of the 115 students invited to participate, 98 provided valid responses for analysis. All valid respondents reported having used AI for learning or examination preparation. Smartphones were the primary access device, while ChatGPT and Google Gemini were the most commonly used tools. AI was used mainly in Mathematics, Literature and English, particularly to explain difficult content, solve exercises, summarise lessons and analyse mistakes. Overall, 78.6% of students reported checking AI-generated responses against other sources or using them only as suggestions before completing the tasks themselves. In the open-ended responses, inaccurate information was the most frequently reported concern. The findings suggest that schools should provide structured guidance on effective prompting, source verification and responsible AI use to ensure that AI supports rather than replaces students’ independent thinking.

Triển khai dự án STEM theo mô hình B-learning nhằm phát triển năng lực số cho học sinh trung học: Một nghiên cứu thực nghiệm

Wed, 15 Jul 2026 00:00:00 +0700

In the context of digital transformation in education, developing digital competence for high school students has become an urgent requirement. This study proposes a process for implementing STEM projects based on the blended learning (B-learning) model to enhance digital competence among high school students. By integrating the engineering design process with the B-learning model, the study develops a five-step instructional process that flexibly combines face-to-face and online learning activities while utilizing digital and artificial intelligence tools such as ChatGPT, Gemini, Canva AI, and CapCut AI throughout the learning process. In addition, the study establishes a digital competence assessment rubric consisting of 12 component criteria reflecting six core domains of digital competence according to the Digital Competence Framework issued by the Ministry of Education and Training. The proposed process was experimentally implemented through the STEM project “Green Bio-Battery” at Phan Van Tri High School with the participation of 46 tenth-grade students. The results indicated that students’ average digital competence score increased from 1.86 to 3.04 after the intervention, with statistically significant differences (p < 0.001). The novelty of this study lies in the integration of artificial intelligence (AI) into STEM project implementation within a Blended Learning (B-learning) model. The findings confirm the effectiveness of this integration in fostering digital competence among secondary school students.

Đánh giá mức độ tiếp nhận và tính khả thi ban đầu của học liệu thư pháp Việt tích hợp công nghệ số về văn hóa thời đại Hùng Vương trong giáo dục trải nghiệm: Nghiên cứu tại trường trung học cơ sở tỉnh Phú Thọ

Nguyễn Quang Chung, Nguyễn Phương Mai — Wed, 15 Jul 2026 00:00:00 +0700

The implementation of Vietnamese calligraphy learning materials integrated with digital technology in experiential education in Phu Tho is a practical need to innovate teaching methods and preserve the cultural values of the Hung Kings’ era. This study uses a mixed-methods approach with a retrospective pre-post survey design. Data were collected from 648 students and 15 teachers and administrators across five lower secondary schools. Indicating the strong potential of digital learning materials to enhance students’ engagement and access to heritage in both urban and rural areas. The materials were also flexible in meeting the needs of different schools and were considered feasible by all of the teachers. This study confirms that the model has the potential to support digital transformation and foster innovation in local heritage education. To improve effectiveness, the study suggests strengthening digital skills training for teachers and developing shared, standardized digital learning platforms. These findings suggest that digital learning materials integrated with cultural heritage could become a viable solution to promote experiential education and bridge the educational access gap between different learning contexts.

Ứng dụng hệ thống điểm danh dựa trên minh chứng số trong quản lí hoạt động sinh viên và đánh giá điểm rèn luyện

Nguyễn Thanh Chương, Hoàng Thị Bích Phương, Lường Tiến Dũng — Wed, 15 Jul 2026 00:00:00 +0700

Student attendance management at many higher education institutions still relies on manual procedures or fragmented digital tools, creating difficulties in data aggregation, evidence verification, and ensuring transparency in student conduct evaluation. This study designed, implemented, and evaluated a digital evidence-based attendance management system to support student activity management and conduct assessment. The system was developed in response to the limitations of conventional attendance practices, which are prone to errors, time-consuming data processing, and limited evidence verification. The study adopted a design-implementation-evaluation process integrated with a convergent mixed-methods design. The system was piloted across three student activities at Ho Chi Minh City College of Industry and Trade from March to May 2026. Data were collected from system logs and a survey of 120 users and analyzed using descriptive statistics. The findings indicate that the system effectively supports activity management, attendance recording, digital evidence storage, participation verification, and data extraction for conduct assessment. All evaluation criteria achieved mean scores ranging from 4.14 to 4.23 on a five-point scale, with functional completeness receiving the highest rating (M = 4.23; 89.2% agreement). These results demonstrate positive user perceptions of the system’s functionality, transparency, and management support, while highlighting its potential to advance the digital transformation of student management through standardized data, digital evidence, and data-driven conduct assessment. Future improvements may focus on security enhancement, attendance verification accuracy, and integration with existing student management systems.

Tổng quan các yếu tố ảnh hưởng và định hướng tổ chức đào tạo phát triển năng lực giáo dục STEM cho sinh viên ngành Giáo dục tiểu học theo tiếp cận CDIO

Nguyễn Thị Phương Nhung, Phạm Thị Như Quỳnh — Wed, 15 Jul 2026 00:00:00 +0700

Developing STEM education competencies in pre-service primary school teachers has become a critical requirement in the context of competency-based teacher education reforms. However, existing studies have primarily focused on describing competency frameworks or evaluating the effectiveness of specific training models, while insufficient attention has been paid to the factors influencing competency development and their implications for teacher education. This study employed theoretical analysis and a literature review to identify the factors influencing the development of STEM education competencies using the CDIO approach. The findings identified four major groups of influencing factors: curriculum structure, learning organization methods, the learning environment and training ecosystem, and learners' individual characteristics. Based on these findings, this study proposes implications for organizing teacher education through the CDIO approach to foster STEM education competencies in pre-service primary school teachers. The findings contribute to the theoretical foundation of STEM teacher education and provide a useful reference for innovating teacher education programs to meet the demands of STEM education in contemporary educational contexts.

Cấu trúc và mức độ đánh giá năng lực sáng tạo nội dung số dành cho sinh viên ngành Giáo dục mầm non: Tiếp cận theo phương pháp Delphi và khảo sát thử nghiệm

Nguyễn Thị Phương, Đặng Thành Trung, Trịnh Thị Xim — Wed, 15 Jul 2026 00:00:00 +0700

Digital content creation is one of the six core competence domains of the Digital Competence Framework for Learners stipulated in Circular No. 02/2025/TT-BGDĐT issued by the Ministry of Education and Training of Vietnam and plays a crucial role for pre-service early childhood teachers in the current context of educational digital transformation. However, research on a digital content creation competence framework designed specifically for this group remains limited. This study developed and validated such a framework through a modified two-round Delphi study involving 62 multidisciplinary experts, complemented by content validity analysis and a pilot survey of 108 pre-service early childhood teachers at the National College for Education. The Delphi process produced a framework comprising four competence components and fifteen behavioral indicators, all of which met the predefined consensus criteria in Round 2 (Mqi ≥ 3.53; Qqi ≤ 0.50; Vqi ≤ 14.5%). Four proficiency levels (Basic - Intermediate - Advanced - Expert) were established by aligning the framework with the eight national proficiency bands, the revised Bloom taxonomy, and DigComp 2.2. The pilot situational-judgement instrument showed acceptable reliability (Cronbach's alpha = 0.78). The framework provides a scientific basis for curriculum innovation, pedagogical improvement, and the development of digital competence assessment instruments in early childhood teacher education.

Đề xuất khung năng lực số cho sinh viên sư phạm theo định hướng chuẩn đầu ra nghề nghiệp

Wed, 15 Jul 2026 00:00:00 +0700

The professional demands placed on teachers in the digital era have created a need to develop digital competence as a core component of teacher education. However, the development of digital competence frameworks for pre-service teachers in Vietnam remains insufficiently systematic and is not yet closely aligned with professional teacher competency standards and learning outcomes. This study employs a qualitative approach through a systematic literature review, selecting and comparing internationally recognized digital competence frameworks published between 2017 and 2025. Based on this review, the study proposes a preliminary theoretical framework of digital competence for pre-service teachers oriented toward professional learning outcomes, consisting of five core dimensions: digital teaching and AI-integrated pedagogy, digital communication and collaboration, assessment in digital environments, digital ethics and safety, and innovation through digital technologies. In addition, the study develops competency progression levels to support the design of learning outcomes and teacher education curricula. The findings provide a theoretical foundation for advancing digital competence in teacher education and offer practical guidance for reforming learning outcomes and teacher training programs to meet professional requirements in the digital age.

Thiết kế rubric đánh giá năng lực dạy học tích hợp giáo dục văn hóa địa phương của giáo viên tiểu học

Nguyễn Thị Thu Hằng — Wed, 15 Jul 2026 00:00:00 +0700

Integrating local cultural education into teaching is important in primary education because it helps students connect school knowledge with community life and develop an awareness of preserving cultural identity. However, primary school teachers’ competence in integrating local cultural education into teaching is a complex construct, while assessment tools for this competence have not received adequate attention. Based on an analysis of teacher professional standards, previous studies on primary school teachers’ professional competence, integrated teaching, local cultural education, and principles of rubric design, this article proposes a six-component competence framework and uses this framework to develop an assessment rubric. The novelty of the study lies in operationalizing primary school teachers’ competence in integrating local cultural education into teaching into a system of six standards, 18 criteria, and four observable performance levels that can be examined through teachers’ professional evidence. The proposed rubric provides a reference tool for self-assessment, peer assessment, school-based professional development activities, post-training evaluation, and the identification of primary school teachers’ professional development needs. The tool requires further expert consultation and field testing to examine its content validity, reliability, and usability.

Giải pháp lồng ghép bình đẳng giới trong đào tạo giáo viên STEM đáp ứng Chương trình Giáo dục phổ thông 2018

Trần Văn Hưng, Nguyễn Thị Thu Thủy, Trần Quỳnh — Wed, 15 Jul 2026 00:00:00 +0700

In the context of implementing the 2018 General Education Program and the need to promote gender equality in education, training STEM teachers capable of organizing equitable and inclusive teaching is becoming an urgent requirement in Vietnam. However, gender equality content in current STEM teacher training programs has not yet been systematically integrated. This study aims to analyze the theoretical basis of gender-sensitive STEM education, clarify the requirements for STEM teacher training, and propose solutions for integrating gender equality into teacher training institutions. The study uses a method of document analysis, synthesis, and comparison of educational policies, UNESCO and OECD documents, and international experiences on STEM teacher training that meet gender equality standards. The research results propose seven groups of solutions: integrating gender equality into learning outcomes; integrating it into training programs; developing the capacity of teacher trainers; innovating training methods; developing gender-sensitive STEM learning materials; innovating the assessment of STEM teacher competencies; and establishing a network to support female STEM professionals. These solutions support innovation in teacher training, promote gender equality in STEM education, and meet the requirements for developing high-quality human resources in the context of digital transformation.

Phương pháp và hình thức giáo dục kĩ năng điều chỉnh cảm xúc cho trẻ mẫu giáo: Tổng quan nghiên cứu

Nguyễn Thị Vui, Nguyễn Thị Như Mai — Wed, 15 Jul 2026 00:00:00 +0700

Emotion regulation skills education is an important component of early childhood education, supporting children’s social-emotional competence and adaptation to school-life situations. This article reviews studies on methods and forms of emotion regulation skills education for preschool children. The study employed a literature review approach based on analysis and synthesis. Relevant documents were retrieved from Google Scholar, Web of Science, ScienceDirect, SpringerLink, and several Vietnamese educational journals. The findings indicate that the main methods of emotion regulation skills education for preschool children include scaffolding and co-regulation; dialogue, conversation, and emotion coaching; storytelling and the use of visual supports; games, role-play, and situation-based activities; and experiential education. The main forms of implementation include circle time, integrated learning activities, play activities and peer interaction, and daily routine activities. Current studies mainly evaluate the overall effectiveness of social-emotional learning programs, whereas the mechanisms of action, implementation conditions, and relationships between specific methods and forms and the development of emotion regulation skills in preschool children have not yet been sufficiently clarified. This article contributes to systematizing the theoretical and practical foundations for emotion regulation skills education in early childhood education.

Không gian số như một “chiến trường nhận thức” và yêu cầu đổi mới giáo dục quốc phòng và an ninh trong giáo dục đại học

Nguyễn Văn Phúc — Wed, 15 Jul 2026 00:00:00 +0700

The rapid development of digital technologies, artificial intelligence, and media platforms is transforming the security environment in the twenty first century. In this context, cyberspace is increasingly becoming a “cognitive battlespace” where information and digital technologies are used to influence perception and social behavior. This study employs document analysis, policy analysis, and interdisciplinary theoretical synthesis to examine the implications of this transformation for national defense and security education in higher education. The findings show that the “cognitive battlespace” expands security challenges from the physical domain to the information and cognitive domains, creating new requirements for national defense and security education. Based on these findings, the study proposes the concept of “digital security cognitive competence”, including the ability to identify, verify, analyze, critically evaluate, and appropriately respond to cognitive threats in digital environments. The paper orients the integration of digital security content and its impact on awareness into national defense and security education programs, while identifying the proposed “digital awareness shield” as a result of developing “digital security awareness capabilities” for students in the context of current digital transformation.

Giáo dục di sản qua xây dựng và sử dụng web: Tín ngưỡng thờ Cá Ông với mô hình “Nam Hải thần tích”

Wed, 15 Jul 2026 00:00:00 +0700

Heritage education in the context of digital transformation through the use of web applications has emerged as one of the most prominent approaches in contemporary community education. Online discourse surrounding the Whale Worship Belief (Tín ngưỡng thờ cá Ông) is abundant; however, it is often fragmented, poorly structured, and difficult to utilize directly for diverse audiences, including school pupils, university students, tourists, and local communities. This situation highlights the urgent need to develop a practical and context-appropriate web-based model. Using a qualitative case-study design grounded in Ecolinguistics, the study analyzes 29 folk tales and 185 digital media sources related to the Whale Worship (Cá Ông) tradition. The analysis shows that these materials contain multiple layers of knowledge that can be transformed into digital learning resources, while also identifying key motifs, symbols, and interpretive frameworks concerning the relationships among humans, the sea, Cá Ông, and coastal communities. Based on these findings, the article develops the Web model “Nam Hải Thần Tích”, which integrates folk tales, a digital heritage map, media resources, and interactive tools to transform the research findings into a structured digital learning system. The Web is designed to support heritage education and cultural learning experiences for diverse user groups; however, its educational effectiveness requires further empirical validation.

Dạy học giải bài toán chủ đề “Hàm số bậc nhất” (Toán 8) với sự hỗ trợ của phần mềm GeoGebra nhằm phát triển năng lực giải quyết vấn đề toán học cho học sinh

Phan Văn Lý, Dương Minh Tới — Wed, 15 Jul 2026 00:00:00 +0700

In the context of digital transformation in education and the implementation of the 2018 General Education Program for Mathematics, the use of mathematical software to support competency-based teaching is becoming increasingly necessary. This paper proposes a teaching process for solving problems on the topic of "Linear Functions" (Mathematics 8) with the support of GeoGebra software to develop students' mathematical problem-solving competence. The paper is conducted using a qualitative method through the analysis and synthesis of theoretical documents, the 2018 General Education Program for Mathematics, and research on GeoGebra, teaching problem-solving in mathematics, and mathematical problem-solving abilities. The proposed teaching process consists of four steps, clarifying the role of GeoGebra in visualizing knowledge, supporting students in exploring and verifying hypotheses, analyzing results, and selecting solutions to problems. This article contributes to providing a theoretical basis for teachers in organizing problem-solving lessons in Mathematics, oriented towards developing problem-solving competence in the context of digital transformation.

Thực trạng quản lí hoạt động dạy học môn Lịch sử và Địa lí tại một số trường trung học cơ sở trên địa bàn thành phố Hải Phòng

Sử Ngọc Anh, Nguyễn Thị Hạnh — Wed, 15 Jul 2026 00:00:00 +0700

In the context of implementing the 2018 General Education Program, History and Geography subjects at the secondary level are organized in an integrated manner, posing new requirements for planning, organizing teaching, providing professional guidance, and conducting assessments in schools. Therefore, managing teaching activities in these subjects is significant for achieving program objectives and ensuring teaching quality. This article uses a combination of quantitative and qualitative methods to assess the current state of management of History and Geography teaching activities in several lower secondary schools in Hai Phong city. Data were collected through questionnaires from 20 administrators and 40 teachers, and in-depth interviews were conducted with 4 administrators and 4 teachers at 4 lower secondary schools. The results show that the management content has received attention and been implemented by the schools, achieving some positive outcomes, but the implementation process still has limitations that need to be addressed. These findings provide a basis for proposing solutions to improve the effectiveness of managing History and Geography teaching activities in secondary schools within the surveyed area.

Các nhân tố ảnh hưởng đến ý định tham gia nghề nghiệp STEM của sinh viên nữ khối ngành sư phạm tại Việt Nam

Trần Quỳnh, Nguyễn Thị Thu Thủy, Trần Văn Hưng — Wed, 15 Jul 2026 00:00:00 +0700

In the context of increasing demand for STEM human resources, promoting women's participation in science, technology, engineering, and mathematics (STEM) fields is crucial for sustainable development. This study aims to identify factors influencing the intention to pursue STEM careers among female students in science education in Vietnam. Data were collected from 305 female students and analyzed using a PLS-SEM model. The results show that STEM learning experiences have the strongest positive influence on motivation to pursue STEM (β = 0.298), followed by self-confidence in STEM abilities (β = 0.257) and the image of a successful woman in STEM (β = 0.164). Conversely, gender stereotypes in STEM have a significant negative impact (β = -0.240). Motivation to pursue STEM has a positive influence on the intention to enter STEM careers (β = 0.671). The research model explains 53.4% of the variation in motivation to pursue STEM (R² = 0.534) and 45.0% of the variation in intention to pursue STEM careers (R² = 0.450). The research results contribute to supplementing the empirical evidence on factors promoting women's participation in STEM and provide a scientific basis for developing STEM human resources in Vietnam.

Đề xuất mô hình “Đồng kiến tạo học tập với NotebookLM” trong dạy học chủ đề “Bảo vệ môi trường” (Khoa học tự nhiên 8)

Vũ Thị Thanh Thủy, Phạm Thị Hồng Tú, Nguyễn Văn Hồng, Lê Thị Thanh Hương — Wed, 15 Jul 2026 00:00:00 +0700

The development of generative AI calls for the use of AI in teaching in a controlled, transparent, and responsible manner. This study employed document analysis and synthesis, pedagogical model design, and an appraisal survey. The study established a model comprising three non-equal components: the teacher as the pedagogical leader, the students as the knowledge and solution builders, and NotebookLM as a resource-based learning support tool. The model proposed a three-layer control mechanism, a five-phase process, and illustrated it through the lesson on Environmental Protection (Natural Science Grade 8). Initial test results showed that the model was highly regarded for its necessity, pedagogical suitability, and potential for application. The model contributes to guiding the responsible use of generative AI, supporting the development of digital competence, information verification competence, and the application of knowledge to real-life contexts. Further classroom-based empirical research is needed to examine the effectiveness of the model.

Thiết kế chương trình đào tạo đại học theo tiếp cận năng lực số: Đề xuất mô hình chuẩn đầu ra và nhu cầu thị trường lao động

Hán Thị Thu Trang, Bùi Thị Hồng Hạnh — Wed, 15 Jul 2026 00:00:00 +0700

Digital transformation has created an urgent need to develop digital competence in higher education in order to meet the workforce demands of the digital economy. However, the integration of digital competence into outcome-based education (OBE) curriculum design in Vietnam still lacks a systematic reference framework. This study employs methods of analysis, synthesis, and comparative review of international digital competence frameworks, literature on outcome-based education (OBE), and reports on the demands of the digital labor market to develop a proposed model. The findings identify six core components of digital competence: (1) Information and digital data literacy; (2) Communication and collaboration in digital environments; (3) Digital content creation; (4) Digital safety, ethics, and responsibility; (5) Problem-solving through digital technologies; and (6) Lifelong learning and career adaptability in digital environments. Based on these components, the study proposes a multi-level integration model linking digital competence, learning outcomes, curriculum design, teaching and learning activities, assessment of learning outcomes, and labor market demands. The findings provide a valuable reference for higher education institutions in reviewing, developing, and updating curricula in response to digital transformation.

Định hướng thiết kế hoạt động học tập với trí tuệ nhân tạo tạo sinh trong đào tạo giáo viên: Bảo toàn nỗ lực nhận thức, phán đoán sư phạm và liêm chính học thuật

Đặng Minh Tuấn, Vũ Thị Thúy — Wed, 15 Jul 2026 00:00:00 +0700

Generative artificial intelligence (GenAI) is increasingly used in education and teacher education. However, its educational value depends not only on tool capability, but also on how teachers design learning activities, schedule the timing of AI support, organise feedback, and require evidence of learners’ thinking processes. This article is a design-oriented theoretical review based on a targeted integrative synthesis of selected studies from the learning sciences, cognitive psychology, artificial intelligence in education, teacher education, and relevant Vietnamese policy documents. The article does not report new empirical data; instead, it proposes a conceptual framework and seven pedagogical control points for designing learning activities with GenAI in teacher education. The framework foregrounds the preservation of essential cognitive operations, including prediction, explanation, retrieval, verification, error correction, transfer, and reflection. The article argues that teacher education in Vietnam should move beyond helping teachers simply “use AI” toward developing pedagogical judgement with AI, responsible learning-task design, academic integrity, and assessment of learning-process evidence. The proposed framework should be examined further through design-based research and empirical studies in teacher education courses.

Ứng dụng chatbot trong hướng dẫn kĩ năng xã hội cho thanh thiếu niên rối loạn phổ tự kỉ trong hoạt động hướng nghiệp: Một nghiên cứu tại Thành phố Hà Nội

Đào Thị Thu Thủy, Nguyễn Thị Huyền, Nguyễn Thị Quỳnh Hoa — Wed, 15 Jul 2026 00:00:00 +0700

This study examines the application of Chatbot technology in social skills instruction for adolescents with autism spectrum disorder participating in career guidance activities at S.E.E.D Center, Hanoi. Using a mixed-methods approach that combined literature review and field-based data collection, the study investigated the current status of social skills, challenges encountered in instruction, and the potential role of Chatbot in career-oriented educational settings. The findings revealed a clear distinction between routine social skills and functional social skills associated with vocational contexts, with the latter remaining a major area of difficulty for adolescents with autism spectrum disorder. The results also indicated that teachers held positive perceptions regarding the applicability of Chatbot in supporting social skills practice through structured, safe, and repeatable interactions. Based on these findings, the study proposes several recommendations, including the development of appropriate interaction scenarios, the integration of Chatbot into instructional processes, and professional development for teachers to support social skills development in career guidance programs for adolescents with autism spectrum disorder.

Quy trình tổ chức trò chơi học tập trong dạy học môn Toán ở tiểu học nhằm phát triển năng lực giao tiếp toán học cho học sinh

Đỗ Thị Hồng Minh, Trương Hải Lam — Wed, 15 Jul 2026 00:00:00 +0700

In the context of the 2018 General Education Program, which focuses on developing students' qualities and competencies, mathematical communication competence is identified as a component of mathematical competence that needs to be formed and developed for students from the primary school level. This paper uses a theoretical research method through the analysis and synthesis of scientific documents to clarify the theoretical basis of using learning games to develop mathematical communication competences in students. Additionally, the paper proposes a process for organizing learning games in teaching mathematics in primary school to develop mathematical communication skills in students, consisting of two stages, each with specific steps. The proposed process is illustrated through the organization of the learning game “Unit of Measurement Race” in teaching the lesson “Writing Measurements in Decimal Form” (Mathematics 5). This article contributes to supplementing the theoretical basis and provides suggestions for primary school teachers in organizing mathematics teaching and learning with a focus on developing students' mathematical communication competence.

Tích hợp hệ thống đánh giá kĩ năng nói bằng trí tuệ nhân tạo nhằm nâng cao hiệu suất nói tiếng Anh của sinh viên tại một trường đại học ở Thái Nguyên

Dương Đức Minh, Nguyễn Phương Ly — Wed, 15 Jul 2026 00:00:00 +0700

Speaking plays an important role in English as a Foreign Language (EFL) learning, yet it remains difficult to develop because learners often lack regular practice opportunities and personalized feedback. In large classes, teachers may also find it challenging to monitor and support individual students effectively. This study employed a quasi-experimental design combined with interviews to examine the impact of an AI-based speech evaluation system, namely Language Confidence, on EFL students’ speaking performance. The findings showed that the AI-supported group achieved greater improvement than the group receiving traditional teacher feedback, particularly in pronunciation and fluency. Interview data indicated that students valued the system’s immediate feedback, opportunities for repeated practice, and low-pressure speaking environment, while the instructor observed increased student confidence and participation. The findings suggest that AI-based speech evaluation can serve as an effective supplementary tool for teaching speaking skills, provided that it is integrated with clear pedagogical purposes and the teacher’s instructional guidance.

Trí tuệ nhân tạo, năng lực số và đổi mới dạy học trong giáo dục: Tổng quan nội dung chủ đề các nghiên cứu trên dữ liệu Scopus giai đoạn 2020-2026

Hoàng Khánh Linh, Nguyễn Ngọc Trang — Wed, 15 Jul 2026 00:00:00 +0700

In the context of digital transformation in education, artificial intelligence is expanding opportunities for learning-material design, learning activities, feedback, assessment, and instructional decision-making. This study conducts a PRISMA 2020-guided systematic review combined with thematic content analysis of 27 articles selected from the Scopus database, with data retrieved up to June 15, 2026. The articles were systematically categorized by educational context, study population, research design, type of artificial intelligence, conceptualization of competence, key findings, and limitations.

Five interrelated themes were identified: teachers’ AI and digital competence development; AI integration in instructional design; learner competence development; conditions affecting AI implementation; and responsible AI use. The corpus includes framework studies, surveys, case studies, interventions, and reviews; therefore, the findings do not support a uniform claim regarding the effects of AI on teaching innovation. Overall, AI has the potential to support teaching innovation when it is aligned with teachers’ pedagogical competence, learning-design quality, institutional conditions, and principles of ethics, privacy, information verification, and academic integrity.

Dạy học môn Toán ở tiểu học nhằm phát triển năng lực giải quyết vấn đề toán học cho học sinh

Hoàng Mai Lê, Vũ Thảo Nhung — Wed, 15 Jul 2026 00:00:00 +0700

Mathematical problem-solving competence is a core component of mathematical competence and needs to be developed in students from the primary school level. However, current research mainly focuses on individual methods or aspects, while the degree of integration between lesson plan design and teaching organization in a unified process remains an issue requiring further in-depth research. Based on this, this paper proposes a teaching process for primary school mathematics aimed at developing students' mathematical problem-solving competence, consisting of four steps: Introduction (Warm-up & Lead-in), Problem solving and forming new knowledge, Practice, and Application. The proposed process is illustrated through teaching the lesson “Area of a Triangle” (Mathematics 5), showing that students have many opportunities to form and develop manifestations of mathematical problem-solving competence when participating in problem-solving. During the teaching process, teachers need to create appropriate problem situations that are manageable but also “open-ended” to stimulate students' thinking and problem-solving; at the same time, they should focus on using open-ended questions to encourage students to discover and verify solutions to the problems themselves, thereby developing their mathematical problem-solving competence.

Vai trò của kiểm định chất lượng giáo dục đối với quản lí khoa học và công nghệ trong các cơ sở giáo dục đại học Việt Nam

Lê Thị Thương, Đỗ Thị Tuyết Chinh — Wed, 15 Jul 2026 00:00:00 +0700

In the context of Vietnamese higher education institutions promoting university autonomy and improving research competence, the need to innovate science and technology management in the direction of efficiency, transparency and evidence-based is becoming increasingly urgent. This article was conducted to determine the statistical relationship between educational quality accreditation and science and technology management. The main method is quantitative survey. Participants are lecturers and management staff at higher education institutions. The research results show that educational quality accreditation has a positive impact on science and technology management through standardizing governance processes, enhancing accountability, developing evidence-based governance, and promoting continuous quality improvement. After accreditation, the system of management documents, the organizational structure of science management, and the indicators for evaluating research activities of higher education institutions tend to be improved in terms of quantity and systematic approach. The research results provide a scientific basis for higher education institutions to make decisions on applying educational quality accreditation to science and technology management.

Đặc điểm nhân vật trong văn học thiếu nhi và đề xuất một số biện pháp hướng dẫn học sinh tiểu học đọc hiểu nhân vật

Nguyễn Đức Khuông — Wed, 15 Jul 2026 00:00:00 +0700

Characters are central to children's literature, shaping child-centered literary worlds while conveying educational and humanistic values. In the context of competency-based reading instruction, understanding character construction and effective approaches to teaching character analysis has become increasingly important in primary education. This paper examines five key characteristics of characters in children's literature: innocence and simplicity; anthropomorphized animal and object characters; fantasy elements; character development through challenges; and the embodiment of moral and humanistic values. Based on these characteristics, the study proposes four instructional approaches to support primary students' character comprehension: analyzing characters' actions and dialogue, examining relationships among characters, interpreting characters within their contexts, and exploring their psychological development. The findings highlight the role of literary characters in fostering reading comprehension and character development, while providing practical pedagogical implications for teaching Vietnamese language and literature in primary schools in line with the 2018 General Education Curriculum.

Sử dụng ChatGPT hỗ trợ sinh viên sư phạm khai thác tài nguyên bảo tàng số trong xây dựng kế hoạch dạy học nội dung “Đại Việt thời Lê sơ (1428-1527)”

Nguyễn Phùng Tám, Trần Bảo Ngân, Đinh Ngọc Huyền Vân, Nguyễn Hoàng Linh — Wed, 15 Jul 2026 00:00:00 +0700

ChatGPT is an artificial intelligence tool with considerable potential to support the learning and professional training of pre-service teachers. In History education, digital museum resources align well with the competency-based orientation, the use of historical sources and the organization of evidence-based learning activities. However, the use of ChatGPT by students majoring in History and Geography Teacher Education to exploit digital museum resources in designing lesson plans remains largely spontaneous and lacks a scientifically grounded guiding procedure. Using a qualitative research approach, this article identifies the role of ChatGPT in supporting students in selecting, evaluating and transforming digital museum resources into teaching activities. On that basis, it proposes a procedure and provides an illustration through the content “Dai Viet under the Early Le Dynasty (1428-1527).” The research findings contribute to orienting the integration of ChatGPT into professional teacher training and suggest directions for experimental verification in teacher education.

Thiết kế tình huống dạy học theo bối cảnh: Trường hợp chủ đề “Vectơ” (Toán 10)

Nguyễn Thị Hà Phương, Hồ Thị Minh Phương, Đặng Văn Đại — Wed, 15 Jul 2026 00:00:00 +0700

Context-based teaching is an instructional approach that connects mathematical knowledge with real-life situations, thereby enhancing the relevance and effectiveness of students’ learning. This study aims to propose a process for designing context-based teaching situations for the topic of Vectors in Grade 10 Mathematics and to evaluate the feasibility of their implementation in classroom practice. Based on a review of the theoretical foundations of context-based mathematics teaching and an investigation of the current teaching of vectors in upper secondary schools, a five-step design process was developed and several teaching situations were constructed within authentic contexts such as motion, navigation, force, running competitions, and compass use. The results of the pedagogical experiment indicated that students in the experimental group achieved better learning outcomes and demonstrated greater engagement in discussion, explanation, and application of vector concepts than those in the control group. These findings confirm the feasibility and effectiveness of designing and implementing context-based teaching situations in teaching the topic of vectors, thereby contributing to the development of students’ competency to apply mathematics in real-world contexts.

Tổ chức dạy học nội dung “Ánh sáng” (Khoa học tự nhiên 9) theo định hướng giáo dục STEM nhằm bồi dưỡng năng lực giải quyết vấn đề cho học sinh

Nguyễn Thị Như Quỳnh, Lê Thanh Huy — Wed, 15 Jul 2026 00:00:00 +0700

STEM education serves as a vital orientation that enables students to apply interdisciplinary knowledge to solve real-world problems. In the Grade 9 Natural Science curriculum, the “Light” section is highly visual and applicable, making it exceptionally well-suited for organizing design-and-build activities to develop student competencies. This study proposes a problem-solving competency framework consisting of five components and 13 behavioral indicators, alongside a corresponding STEM teaching process. The framework was illustrated through the “Classroom Cinema” topic to evaluate its effectiveness in fostering this competency for 9th-grade students. Experimental results involving six students demonstrated that the assessment tool possessed high reliability (Cronbach’s Alpha = 0.805). The mean problem-solving competence score was 2.13 ± 0.26 on a three-point scale, reflecting a “Good” (Above Average) level. While students demonstrated proficiency in blueprinting, information synthesis, and result documentation, they encountered difficulties in monitoring and adjusting solutions. The study confirms that adopting a STEM approach for the “Light” section creates a favorable environment for students to manifest and develop problem-solving competence through practical tasks. To enhance generalizability, future research should expand the sample size, incorporate control groups, and further standardize the assessment instrument.

Phát triển tư duy lịch sử cho học sinh trung học phổ thông với sự hỗ trợ của trí tuệ nhân tạo tạo sinh: Cơ sở lí luận và khung triển khai

Nguyễn Thị Phương Thanh — Wed, 15 Jul 2026 00:00:00 +0700

The 2018 General Education Curriculum for History in Vietnam places emphasis on the development of historical competence, with historical thinking serving as a core component of historical cognition and reasoning. However, existing studies on generative artificial intelligence (GenAI) in education have primarily examined its role as a general instructional support tool, while paying limited attention to its potential for fostering the discipline-specific thinking processes required in History education. This study employs content analysis, comparative analysis, and modeling methods to establish a theoretical framework for integrating GenAI into the development of historical thinking among high school students. The findings indicate that GenAI has considerable potential to support students in organizing historical knowledge from both diachronic and synchronic perspectives, analyzing cause-and-effect relationships, exploring multiple perspectives, evaluating historical evidence, and constructing historical arguments. Based on these findings, the study proposes a six-step implementation framework, illustrated through the Grade 10 History topic “The Industrial Revolutions in the Modern Period.” The study contributes to the theoretical foundation for integrating GenAI into competency-based History education and provides directions for future empirical research to evaluate the effectiveness of the proposed framework in fostering students' historical thinking in high school History classrooms.

Vận dụng mô hình CORE trong dạy học chủ đề “Ứng dụng đạo hàm để giải quyết bài toán tối ưu trong kinh tế” (Toán 12) nhằm phát triển năng lực giao tiếp toán học cho học sinh: Một nghiên cứu thực nghiệm

Nguyễn Xuân Quân, Nguyễn Thanh Hưng — Wed, 15 Jul 2026 00:00:00 +0700

In the context of competency-based educational reform, identifying effective instructional models to foster students' mathematical communication competence has become increasingly important. This study aims to evaluate the effectiveness of applying the CORE model in teaching the topic “Applications of Derivatives to Solving Optimization Problems in Economics” in Grade 12 Mathematics to develop students' mathematical communication competence. Based on a theoretical framework, a pedagogical experiment was conducted with 40 students from Class 12A1 at Nguyen Hue No. 1 High School, Dak Lak Province, in October 2025. The findings indicate that the application of the CORE model contributed significantly to the development of students' mathematical communication competence, with all four stages of the model-Connecting, Organizing, Reflecting, and Extending-supporting various dimensions of this competence. The results confirm the effectiveness and necessity of applying the CORE model in mathematics teaching to promote the development of students' mathematical communication competence.

Phân tích trên không gian mạng về tín ngưỡng thờ Mẫu từ góc nhìn ngôn ngữ học văn hóa và những đề xuất trong giáo dục di sản

Wed, 15 Jul 2026 00:00:00 +0700

Digital media has brought Mother Goddess worship from temples and festivals into everyday online life, creating a rich discourse that is nevertheless prone to fragmentation, with many ritual signs detached from their cultural settings. This article aims to identify how online communities conceptualize Mother Goddess worship and to suggest possible applications of the findings to heritage education. Using qualitative research methods and grounded in Cultural Linguistics, this study examines 2,183 public multimodal items collected from Facebook, YouTube, TikTok and Instagram. The findings identify three dominant content groups and the cultural categories, schemas and metaphors through which online communities discuss sacredness, ritual practice and heritage values. On that basis, the article proposes three directions for heritage education: using cultural categories as references for developing Fine Arts learning materials, selectively transforming digital discourse into Literature reading texts, and building the web “Van Dam Thanh Tich” with heritage maps, curated knowledge, QR-based tasks, moderated sharing and school-tour planning.

Tổng quan nghiên cứu về ứng dụng AI tạo sinh trong hỗ trợ học tập cá nhân hóa ở giáo dục đại học

Trần Doãn Vinh, Trần Thị Hương — Wed, 15 Jul 2026 00:00:00 +0700

The rapid proliferation of Generative Artificial Intelligence (Generative AI - GenAI) has ushered in a new era for Personalized Learning (PL) models in higher education institutions. This paper conducts a systematic literature review of representative studies, both domestic and international, from the period 2023-2026 to provide a comprehensive overview of GenAI applications in higher education. Through the analysis of foundational theoretical frameworks, the study synthesizes key application directions, including the development of adaptive learning pathways and virtual tutoring systems. At the same time, it identifies systemic barriers related to cognitive dependency, the digital divide, and academic ethics in developing countries such as Vietnam. Finally, an actionable framework is proposed to optimize human-machine collaboration in the current context of digital transformation in education.

Đánh giá thường xuyên có hỗ trợ công nghệ số trong dạy học môn Toán lớp 5 tại Hà Nội: Rào cản và định hướng thiết kế

Hoàng Mai Lê, Trần Thúy Ngà — Wed, 15 Jul 2026 00:00:00 +0700

Digital transformation in education has created a need to innovate formative assessment in primary mathematics in order to develop students’ competencies. However, practice shows that there remains a gap between digital tools and the goal of competency-based assessment. This study employed a multi-site descriptive qualitative design, combined with simple frequency statistics, to examine the current situation and identify barriers to the use of digital technology in formative assessment for Grade 5 mathematics. Data were collected through observations of 45 lessons, interviews with 45 teachers and 20 students in Hanoi, as well as a synthesis of opinions from six SEA-PLM 2025 training classes nationwide. The findings revealed three main groups of barriers: (1) digital tools mainly record final answers without capturing students’ multi-step thinking processes; (2) teachers still have limited skills in designing competency-based assessment tools, analyzing data, and providing personalized feedback; and (3) pressure from management culture and classroom observation practices encourages the use of technology in a superficial manner rather than with pedagogical depth. Based on these findings, the study proposes several directions for designing assessment tools, including multi-step interactive questions, the application of process-oriented assessment models, and the development of an electronic repository of assessment criteria and comments. These proposals are exploratory in nature and need to be validated through experimental studies in future research.