Tạp chí Giáo dục

Nhu cầu nhân lực thống kê ứng dụng và phân tích dữ liệu tại Việt Nam: Thực trạng và giải pháp phát triển

Trần Trung, Nguyễn Chí Thành, Hà Ngọc Linh, Tạ Hà Chi, Trịnh Thị Phương Thảo — Mon, 05 Oct 2026 00:00:00 +0700

In the context of digital transformation and Industrial Revolution 4.0, applied statistics (AS) and data analytics (DA) competencies are increasingly demanded in Vietnam, yet systematic research on the actual state of workforce demand in this field remains limited. Using an explanatory sequential mixed-methods design, combining analysis of online job postings with in-depth expert interviews, this study maps the landscape of AS/DA workforce demand in terms of skills, sectors, geographic distribution, and salary levels. The findings show that demand concentrates on descriptive statistics and data visualization at the operational level, while advanced analytical skills remain highly sector-dependent. The study identifies a gap between academic training and practical workplace needs, along with bottlenecks in data storytelling ability, integration with domain-specific knowledge, and professional community development. The study proposes rebalancing curricula and developing a tiered AS/DA competency framework as a foundation for recruitment, training, and workforce development.

Ứng dụng lí thuyết ứng đáp câu hỏi trong phân tích đề thi đánh giá năng lực kiểm định viên kiểm định chất lượng giáo dục đại học

Vũ Minh Hiếu, Tạ Thị Thu Hiền — Mon, 05 Oct 2026 00:00:00 +0700

Objective multiple-choice tests are among the most used assessment formats for evaluating learners’ academic achievement and competencies upon completion of professional training programmes. However, to ensure the scientific rigor and reliability of assessment results, such tests need to be analysed using appropriate psychometric methods. This study employs Item Response Theory, specifically the Rasch model, to analyse a competency assessment test administered to learners after completing the accreditor's training program. The analysis yielded a Separation Reliability coefficient of 0,985. Candidates’ scores ranged from 32,5 to 87,5 on a 100-point scale; the mean score was 66,03, with a standard deviation of 11,15; and 63,93% of candidates scored above the sample mean. Based on item difficulty, fit estimates and other indices based on the Rasch model, the 40 items were classified into four groups corresponding to recommendations on whether to retain, revise, or remove them. Based on the research findings, the article recommends further improvement of the process of developing, reviewing, piloting, and analysing competency assessment tests for learners after professional training in educational accreditation. These improvements aim to enhance test quality, refine the competency assessment instrument for learners, and contribute to strengthening the objectivity, reliability, and validity of assessment practices in professional training for educational accreditation.

Lòng tự trọng và cơ chế ứng phó trong khó khăn cảm xúc ở học sinh phổ thông: Phân tích định tính từ các trường hợp lâm sàng

Bùi Thị Hồng Minh, Vũ Thùy Vân — Mon, 05 Oct 2026 00:00:00 +0700

Given increased attention to the mental health of high school students, clarifying the relationship between self-esteem and coping mechanisms is crucial for school-based psychological support. This study uses a qualitative multiple-case design to explore how self-esteem and coping mechanisms interact in the emotional difficulties of high school students. Data were drawn from four adolescents aged 14-16 referred for psychological assessment and counseling at a clinical setting in Hanoi, using standardized measures (CBCL, YSR, BDI) combined with semi-structured interviews and clinical observation. Across all four cases, low self-esteem and maladaptive coping including avoidance, withdrawal, self-blame, and emotional dysregulation were consistently present. A bidirectional pattern emerged: low self-esteem constrained adaptive coping, while repeated maladaptive coping reinforced negative self-perception, sustaining a cycle of emotional difficulty. By tracing this cycle within individual cases, the study contributes a case-based account of how the self-esteem-coping interaction is shaped by academic pressure and family expectations in the Vietnamese context. The findings suggest that school-based psychological support may need to address self-concept and coping skills together, rather than focusing solely on symptom reduction.

Đề xuất khung cấu trúc kĩ năng tiền đọc – viết cho trẻ 5–6 tuổi trên cơ sở tổng quan các mô hình lí thuyết và công cụ đánh giá

Nguyễn Thị Thanh Hương, Phùng Thị Hà — Mon, 05 Oct 2026 00:00:00 +0700

Emergent literacy skills provide an essential foundation for preparing preschool children to learn reading and writing in primary school. Although numerous theoretical models and assessment tools have been developed worldwide, there is still no consensus regarding the structural components of emergent literacy, as these are influenced by the linguistic characteristics and educational contexts of different countries. In Vietnam, existing studies have primarily focused on developing individual emergent literacy skills or adapting international models, while no systematic review has integrated theoretical models, assessment tools, and the linguistic characteristics of Vietnamese to propose a structural framework for children aged 5-6 years. This study employed a document analysis and synthesis approach. A total of 29 publications were selected from major academic databases and reputable scholarly sources for content analysis, comparison, and cross-analysis of theoretical models, assessment tools, and relevant Vietnamese studies. The findings propose a structural framework for emergent literacy consisting of four components: oral language, phonological awareness, print knowledge, and emergent writing. The proposed framework integrates evidence from theoretical models, international assessment tools, and the linguistic characteristics of Vietnamese, providing a scientific basis for developing indicators and designing and validating an assessment tool for emergent literacy skills among Vietnamese preschool children aged 5-6 years.

Xây dựng mô hình tích hợp về kiệt sức trong vai trò làm cha mẹ và định hướng can thiệp: Một nghiên cứu tổng quan lí luận trong bối cảnh Việt Nam

Phan Thị Lý, Lăng Huy — Mon, 05 Oct 2026 00:00:00 +0700

Parental burnout (PB) has emerged as a critical psychological issue in modern societies due to increasing parenting demands, role overload, and socio-cultural expectations. In Viet Nam, PB is still under-recognized and often conflated with general stress, postpartum depression, or family hardship. This article synthesizes major theoretical approaches related to PB, including the Job Demands-Resources model, stress-coping theory, ecological systems theory, and a recovery/process perspective on parental burnout. Based on these frameworks, the article proposes an integrated conceptual model to explain the mechanisms, consequences, and recovery pathways of PB in the Vietnamese socio-cultural context. The analysis also highlights current gaps in parental support systems, especially in under-resourced and mountainous areas, and proposes intervention directions focused on early identification, community-based support, and reflective group work such as Balint groups. The findings suggest that recognizing PB as a distinct psychological construct and promoting resource-based interventions can contribute to improving family education quality and community mental health.

Tiếp cận toán học gắn với văn hóa trong dạy học mạch kiến thức “Thống kê và xác suất” (Toán 4): Nghiên cứu trường hợp tại tỉnh Nghệ An

Trịnh Công Sơn, Nguyễn Hữu Hậu, Nguyễn Tường Vy — Mon, 05 Oct 2026 00:00:00 +0700

In the 2018 General Education Curriculum, teaching Grade 4 Probability and Statistics encounters challenges due to the gap between students' visual-concrete thinking and abstract mathematical concepts. To address this issue, this study employs an ethnomathematics approach to connect school mathematics with local culture. Based on Grade 4 learning outcomes and distinctive folklore elements in Nghe An Province, a compatibility matrix was developed to link mathematical knowledge with local practical values. This matrix underpins three proposed pedagogical measures with specific scenarios that naturally transform linguistic folklore (idioms and weather proverbs), physical culture (folk games), and material heritage (craft villages and historical sites) into engaging mathematics tasks. The results not only help students overcome cognitive barriers and boost learning motivation through real-world experiences but also demonstrate the practical value and scalability of the model. Furthermore, these measures provide useful orientations for enhancing the capacity of in-service teachers and pre-service Primary Education students in implementing locally-contextualized integrated teaching.

Tổ chức hoạt động hợp tác giải quyết vấn đề thông qua bài toán kết thúc mở trong dạy học môn Toán lớp 6

Đỗ Văn Chung, Thái Thị Hồng Lam, Nguyễn Chiến Thắng — Mon, 05 Oct 2026 00:00:00 +0700

In the context of competency-based educational reform, organizing learning activities to develop students' collaborative problem-solving skills has gained increased attention. However, current research mainly approaches collaboration and problem-solving as two relatively independent components, while the exploitation of open-ended problems as a means of organizing collaborative problem-solving learning has not been systematically explored. This study uses a theoretical research method to propose a process for organizing collaborative problem-solving activities with open-ended problems, comprising three stages: Designing a differentiated system of open-ended problems; Organizing collaborative problem-solving activities; and Evaluating, reflecting on, and adjusting the learning process. The process is illustrated through teaching the content “Calculating the area and perimeter of a rectangle” (Mathematics 6). Research results contribute to supplementing the theoretical basis and providing reference materials for teachers in organizing collaborative problem-solving activities through open-ended problems in teaching mathematics in secondary schools.

Khó khăn nhận thức của học sinh trung học phổ thông khi kết nối không gian làm việc xác suất thực nghiệm và cổ điển qua mô phỏng bằng Excel

Trần Kiêm Minh, Nguyễn Thị Sinh — Mon, 05 Oct 2026 00:00:00 +0700

Although simulation and digital technologies are widely regarded as effective tools for teaching probability, many students still encounter difficulties in connecting experimental probability and theoretical probability. This study employs the Mathematical Working Spaces (MWS) framework to investigate students’ cognitive difficulties when establishing connections between the Frequentist Probability Working Space (FPWS) and the Classical Probability Working Space (CPWS) through Excel-based simulations. The study was conducted within a design research approach using a qualitative experimental methodology involving Grade 12 students in Hue and Da Nang, Vietnam. Data were collected from students’ worksheets, Excel simulation files, and semi-structured interviews. Two representative cases were selected and analyzed through the three dimensions of MWS: semiotic, instrumental, and discursive. The findings revealed three major types of cognitive difficulties: difficulties in coordinating probability representations, including frequency, relative frequency, and probability; an imbalance between instrumental genesis and discursive genesis; and the dominance of empirical references in students’ mathematical work when connecting FPWS and CPWS. The findings contribute to a deeper understanding of the nature of students’ difficulties in learning probability from an MWS perspective and suggest the need to design instructional activities that place greater emphasis on fostering connections among empirical data, technological tools, and probabilistic reasoning.

Đề xuất quy trình tích hợp công nghệ số dạy học chủ đề ester nhằm phát triển năng lực số cho học viên giáo dục thường xuyên

Huỳnh Gia Bảo, Lữ Bảo Khánh — Mon, 05 Oct 2026 00:00:00 +0700

Digital transformation in education requires continuing education learners to develop digital competence alongside subject knowledge. The Ester topic provides a suitable context for this approach because structural formulas, nomenclature, Esterification, hydrolysis, and practical applications can be visualized and explored with digital tools. Using qualitative document analysis, this study proposes three context-specific components of digital competence: accessing and processing chemical information; using digital tools for learning and problem solving; and applying digital technology for communication, collaboration, and presentation. On that basis, a five-step process is proposed to guide the design, implementation, evidence collection, adjustment, and evaluation of technology-integrated teaching activities. The findings are presented as an initial design framework rather than evidence of intervention effectiveness.

Xây dựng quy trình tạo vật liệu gân lá phục vụ tổ chức hoạt động trải nghiệm STEM ở trường trung học cơ sở

Nguyễn Thị Ngọc Tuyền, Đỗ Thị Tố Như — Mon, 05 Oct 2026 00:00:00 +0700

STEM education, as outlined in the 2018 General Education Curriculum, requires enhanced learning activities through experiential learning and practical problem-solving, demanding that teachers proactively develop learning materials suitable for their teaching conditions. Among the biomaterials available, leaf veins have the potential to support STEM experiential activities, but there is currently no standardized process for creating these materials that meets pedagogical requirements. This research study was conducted using a design-based research method to develop and standardize a process for creating leaf vein materials for STEM experiential activities for middle school students. The research results have established a process for creating leaf vein materials that meets pedagogical requirements, receiving high praise from experts and demonstrating initial feasibility in practical teaching conditions in general schools. This paper contributes to standardizing the process of creating leaf vein materials pedagogically, supplementing the scientific basis for developing STEM learning materials from readily available biological materials and supporting teachers in organizing STEM experiential activities.

Đạo đức trong sử dụng trí tuệ nhân tạo tạo sinh của sinh viên đại học: Nghiên cứu trường hợp tại Trường Đại học Khoa học - Đại học Thái Nguyên

Mon, 05 Oct 2026 00:00:00 +0700

Generative artificial intelligence (GenAI) is reshaping university learning while raising concerns about academic integrity, accountability, privacy, bias, learner autonomy, and equitable access. This study examines how students in a bounded institutional case identify, judge, prioritise, and act on ethical issues related to GenAI use. A qualitative case study was conducted with 28 students at the University of Sciences, Thai Nguyen University. Six themes were developed: students viewed GenAI as a support tool while retaining final responsibility; the boundary between legitimate assistance and misconduct depended on whether GenAI displaced the targeted thinking; disclosure was endorsed but inconsistently practised; verification weakened under time pressure; privacy, bias, and unequal access remained ethical blind spots; and students expected task-specific guidance. The findings represent participants’ accounts rather than direct observations of behaviour. The awareness–action gap was shaped by motivation, AI literacy, peer norms, assessment design, policy clarity, and moral disengagement. Universities should adopt a conditionally permissive, task-specific approach, require proportionate disclosure, strengthen verification and data-protection competencies, and document learning processes.

Thực trạng khó khăn trong việc ra quyết định nghề nghiệp của sinh viên tại Thành phố Hồ Chí Minh

Nguyễn Quốc Huy, Nguyễn Thị Đỗ Quyên — Mon, 05 Oct 2026 00:00:00 +0700

In the context of a rapidly-changing labor market driven by digital transformation and artificial intelligence, career decision-making has become a significant challenge for university students. This study aims to examine the current status of career decision-making difficulties among university students in Ho Chi Minh City and to analyze differences across genders, academic years, and university types. A cross-sectional descriptive study was conducted with a convenience sample of 326 university students using the Career Decision-Making Difficulties Questionnaire (CDDQ) developed by Gati et al. (1996). Data were analyzed using descriptive statistics, Cronbach’s alpha, independent-samples t-test, and one-way ANOVA. The results indicate that students experienced a moderate level of career decision-making difficulties, with lack of information being the most prominent dimension, followed by inconsistent information and lack of readiness. Female students reported higher levels of career decision-making difficulties than male students, while first-year students experienced greater difficulties than students in later academic years. No significant differences were found across different types of universities. The findings provide empirical evidence on the current status of career decision-making difficulties among university students in Ho Chi Minh City and contribute to the development and implementation of career guidance and counseling programs in higher education.

Mối liên hệ và vai trò dự báo của hỗ trợ xã hội và lòng tự trắc ẩn đối với sức bật học tập của sinh viên Trường Đại học Khoa học Xã hội và Nhân văn, Đại học Quốc gia Thành phố Hồ Chí Minh

Nguyễn Huế Trang, Đặng Nguyễn Anh Thư, Đặng Nguyễn Anh Thư, Lê Thị Mai Liên — Mon, 05 Oct 2026 00:00:00 +0700

Academic resilience is a key indicator of student adaptation, yet few Vietnamese studies have simultaneously examined environmental and internal psychological resources as its predictors. This cross-sectional study surveyed 385 students aged 18-25 at the University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City, using the MSPSS, the SCS-26 and the ARS-30. Data were analysed with Cronbach's alpha, exploratory factor analysis, Spearman correlation and linear regression controlling for seven demographic covariates. Social support (rs = .45) and self-compassion (rs = .60) were both positively correlated with academic resilience. In the multiple model, the two resources jointly explained 46.3% of the variance, with self-compassion contributing almost twice as much as social support (β = .52 vs. .29), a pattern unchanged with controlled covariates. Internal psychological resources thus appear more central than external ones to the academic resilience of Vietnamese students, indicating a priority order for university counselling programmes.

Niềm tin vào năng lực dạy học của sinh viên ngành Giáo dục tiểu học: Khảo sát tại Trường Đại học Vinh và Trường Đại học Tây Bắc

Trần Hằng Ly — Mon, 05 Oct 2026 00:00:00 +0700

Teaching self-efficacy beliefs refer to prospective teachers' judgements of their capability to organise and perform teaching tasks, rather than objective teaching competence. This cross-sectional survey examined 596 third- and fourth-year Primary Education students from accessible cohorts at Vinh University and Tay Bac University. The 12-item Teachers' Sense of Efficacy Scale-Short Form was adapted for prospective primary teachers and administered on a five-point scale. Confirmatory factor analysis supported the correlated three-factor model (CFI = .990, TLI = .988, RMSEA = .044, SRMR = .019). Internal consistency was high for the total score (alpha = .957) and the three domains (alpha = .891-.915). The overall mean was 3.68 (SD = .64); domain means ranged from 3.67 to 3.70 and did not differ significantly. Unadjusted differences by institution and year of study were small; a factorial analysis indicated an institution-by-year interaction, so these findings were not interpreted as independent effects. Small differences were observed by living arrangement, self-rated economic status, and career intention, whereas no differences were found by gender or self-rated academic achievement. The findings support staged professional practice, evidence-based feedback, and career-oriented support in primary teacher education.

Chuyển biến về nhận thức và hành vi của sinh viên ngành Nhật Bản học tham gia chương trình trao đổi học tập ngắn hạn

Mon, 05 Oct 2026 00:00:00 +0700

This study investigates the cognitive and behavioral transformations of Vietnamese Japanese Studies students participating in short-term academic exchange programs in Japan through the lens of Kolb’s Experiential Learning Theory (1984). A qualitative research design is employed, using 29 semi-structured interviews analyzed through reflexive thematic analysis. The findings reveal that students’ development follows a four-stage experiential learning process encompassing concrete experience, reflective observation, abstract conceptualization, and active experimentation. Beyond improvements in language proficiency and intercultural competence, participants demonstrated sustained changes in learning strategies, career orientations, and proactive knowledge sharing. Unlike previous studies that primarily document the outcomes of study abroad, this research elucidates the underlying mechanism through which international experiences are transformed into enduring cognitive and behavioral changes via Kolb’s experiential learning cycle. The study also extends the application of Kolb’s framework to the Vietnamese higher education context by providing empirical evidence of its explanatory value in interpreting students’ transformative learning during short-term academic mobility. Practically, the findings suggest that the effectiveness of exchange programs depends not only on overseas exposure but also on structured pre-departure preparation, guided reflection, and institutional support throughout the exchange process. These findings offer evidence-based implications for designing and managing international exchange programs that foster sustainable student development.

Khoảng cách năng lực học thuật và chênh lệch theo dân tộc ở sinh viên khối ngành kinh tế vùng Tây Nguyên: Hàm ý công bằng cho đổi mới đào tạo tiếng Anh chuyên ngành

Nguyễn Thị Minh Chi, Lê Thị Hồng Nghĩa, Hàn Như Thiện, Lê Thị Thuận — Mon, 05 Oct 2026 00:00:00 +0700

English for Specific Purposes (ESP) competence is essential for the economic workforce amid international integration, yet ESP instruction in Vietnamese universities remains diffuse and lacks a well-established basis for prioritising competencies to develop, particularly at disadvantaged-region institutions enrolling ethnic-minority students. This study surveyed 160 economics students at a Central Highlands higher-education institution. Research results reveal large, systematic gaps across all eight competency dimensions (rated “High”, with large effect sizes) as perceived by the respondents. Most notably, perceived gaps among ethnic-minority students were significantly larger than those of Kinh students. This effect persisted - indeed strengthened - after controlling major and cohort. In contrast, the indicator of English-exposure frequency did not differentiate the gaps. Development priorities were distinguishable only at the cluster level (productive and reasoning skills) and should be read cautiously given the high uni-dimensionality of the gap scores. The findings foreground educational equity: reform of ESP instruction should prioritise stratified support for disadvantaged, multilingual learners, while also shifting from diffuse coverage toward productive and reasoning skills and emphasising the quality rather than the quantity of language exposure.

Tác động quản trị nguồn nhân lực xanh đến hành vi xanh của người lao động: Vai trò trung gian cam kết môi trường và điều tiết của lãnh đạo xanh

Nguyễn Văn Phương — Mon, 05 Oct 2026 00:00:00 +0700

As organizations increasingly pursue sustainable development and green transformation, fostering employees' green behavior has become a strategic priority in human resource management. Nevertheless, limited evidence exists regarding the mechanisms through which Green Human Resource Management (GHRM) promotes such behavior, particularly when environmental commitment and green leadership are considered simultaneously. Drawing on the Ability-Motivation-Opportunity (AMO) theory, Social Exchange Theory, and Social Learning Theory, this study develops and tests an integrated research model. Survey data were collected from 493 employees working in Vietnamese enterprises and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The findings reveal that GHRM exerts a significant positive influence on both employees' green behavior and environmental commitment, while environmental commitment emerges as the strongest predictor of green behavior. Furthermore, environmental commitment mediates the relationship between GHRM and employees' green behavior, whereas green leadership strengthens the positive effect of GHRM on environmental commitment. These findings advance the understanding of the psychological and organizational mechanisms underlying workplace green behavior. They also suggest that integrating green HRM practices with leadership that consistently demonstrates pro-environmental values can substantially enhance organizational sustainability initiatives and strengthen the effectiveness of environmental management strategies.