Tạp chí Giáo dục

Quản lí phát triển năng lực số cho sinh viên sư phạm theo tiếp cận PODC: Lí luận và mô hình ứng dụng

Dương Quỳnh Hoa, Đỗ Thế Hưng, Phạm Hồng Quang, Lê Thùy Linh — Fri, 05 Jun 2026 00:00:00 +0700

In the context of educational digital transformation, developing digital competence (DC) for pre-service teachers (PSTs) is imperative to ensure teacher education quality meets professional standards. However, existing research approaches DC primarily from pedagogical or technological perspectives without clarifying the role of institutional management in teacher education. Using theoretical research methods (analysis, synthesis, systematization, modelling), this paper aims to: (1) construct a conceptual and structural framework for PSTs’ DC based on the adjusted DigCompEdu model comprising 3 components and 7 competence domains; (2) propose a management model for DC development following the integrated PODC functional approach with 4 management functions and 6 management content domains; (3) define key performance indicators (KPIs) for each management content domain. Findings provide a systematic, robust theoretical framework to underpin survey instrument design and management measure proposals for teacher education institutions, particularly those in infrastructure-constrained regions such as Vietnam’s Northern Mountainous and Midland areas.

Phát triển vốn tâm lí trong khởi nghiệp cho sinh viên qua giáo dục nhận thức và khai vấn cá nhân: Một nghiên cứu bán thực nghiệm hỗn hợp

Huỳnh Văn Sơn, Nguyễn Thanh Huân, Giang Thiên Vũ, Nguyễn Linh Phong — Fri, 05 Jun 2026 00:00:00 +0700

Psychological capital serves as the foundational factor determining the persistence and success of learners throughout their entrepreneurial journey. To identify effective solutions for enhancing this factor, this study was conducted to analyze and evaluate the effectiveness of measures for developing students’ entrepreneurial psychological capital through broadbased awareness education and intensive personal coaching. The research employed a quasi-experimental design with pre- and post-intervention measurements, integrated with a mixed-methods approach involving a sample of 350 university students. The findings indicate that both interventions resulted in statistically significant increases across all four core components of psychological capital with a large effect size. The integration of qualitative data from 30 in-depth phenomenological interviews also revealed the core impact mechanism: while broad-based education facilitates a cognitive shift from risk aversion to a proactive learning mindset, personal coaching directly addresses self-doubt and self-imposed limiting beliefs. This study provides empirical evidence confirming that the organic synergistic impact of these two measures is the optimal approach for internalizing psychological competencies and establishing sustainable entrepreneurial motivation. These results hold significant practical implications, serving as a basis for recommending that universities simultaneously integrate both awareness education and personal coaching into their entrepreneurship support programs. Future research could expand into longitudinal studies to assess the long-term maintenance of this psychological capital and its influence on students’ actual entrepreneurial behaviour.

Sử dụng trí tuệ nhân tạo có đạo đức và trách nhiệm: Đề xuất khung hành động 3T cho sinh viên Việt Nam

Nguyễn Duy Hải, Tô Hồng Nam — Fri, 05 Jun 2026 00:00:00 +0700

Generative Artificial Intelligence (Gen AI) is becoming increasingly prevalent in Vietnamese higher education, creating both learning opportunities and challenges related to ethics and responsibility. The AI Ready ASEAN Research (2026) indicates that 89.3% of students in Vietnam have used generative AI, yet only about one quarter have received formal training. This study employs an interpretive qualitative design, with systematic classroom observation as the primary data collection technique. Data were collected from six classes across six digital technology programs at a private Vietnamese university during the 2025-2026 academic year, interpreted alongside prior studies conducted in Vietnam. Three recurring behavioural gaps are identified: (1) ineffective AI use due to limited promptwriting skills; (2) submission of unverified AI-generated outputs; and (3) blurred awareness of ethical boundaries in AI use. In response, this paper proposes the “3T” framework (named after the Vietnamese concepts of Thành thạo (Mastery), Trung thực (Integrity), and Trách nhiệm (Responsibility)) as a practical guide for students and offers policy recommendations aligned with Vietnam’s current higher education and digital transformation agenda.

Các công cụ trí tuệ nhân tạo trong giáo dục: Ứng dụng, lợi ích và thách thức đối với nhà quản lí

Nguyễn Mạnh Trọng — Fri, 05 Jun 2026 00:00:00 +0700

The rapid advancement of artificial intelligence (AI) is reshaping educational systems worldwide, particularly in the domains of teaching practices and educational management. This study employs a scoping review approach to analyse 113 scholarly publications published between 2015 and 2025, with the aim of mapping major AI tools and examining their implications for educational leaders and managers. Four main categories of AI tools were identified: adaptive learning systems; assessment and administrative management tools; generative AI tools for content creation; and tools supporting learners with special educational needs. The findings suggest that AI may provide strategic and operational benefits, including data-driven decision-making, resource optimization, and large-scale personalization. However, its implementation also poses substantial challenges related to workforce competence, data ethics and governance, digital inequality, and regulatory uncertainty. Based on these findings, the study proposes three key pillars for effective AI integration in education: strengthening AI literacy among educators and leaders, establishing ethical and data governance frameworks, and ensuring strategic investment in digital infrastructure.

Tư duy dữ liệu trong nghiên cứu khoa học giáo dục: Khái niệm, đặc điểm và ý nghĩa

Trịnh Thanh Hải, Hứa Thị Toàn, Nguyễn Ngọc Lan — Fri, 05 Jun 2026 00:00:00 +0700

In the context of digital transformation, data are playing an increasingly crucial role in decision-making, management, and the improvement of educational quality. This development calls for a new approach to data in educational research, in which data thinking is regarded as an important cognitive foundation and is attracting growing attention from researchers. Based on an analysis and synthesis of relevant studies, the article shows that data thinking is an integrated cognitive capacity with distinctive characteristics and plays an important role in understanding, analyzing, and interpreting data in educational research. The findings contribute to the theoretical foundation of this area and suggest several directions for future research on data thinking in contemporary educational contexts.

Thách thức triển khai đánh giá dựa trên chuẩn đầu ra trong giáo dục đại học: Nghiên cứu tổng quan hệ thống

Nguyễn Thanh Vương, Lương Thị Hồng Gấm, Cao Thị Châu Thủy — Fri, 05 Jun 2026 00:00:00 +0700

Outcome-Based Education (OBE) has emerged as a key reform orientation in global higher education, with Outcome-Based Assessment (OBA) serving as a core mechanism for quality assurance and continuous improvement. Nevertheless, many institutions continue to encounter difficulties in implementing OBA effectively, particularly in developing contexts such as Vietnam. This study conducts a systematic review of 30 international journal articles published between 2010 and 2025, following the PRISMA protocol. The analysis identifies seven interrelated groups of challenges: assessment tools and techniques, assessment practices, lecturers’ assessment competence, managerial mechanisms, supporting resources, policy frameworks, and cultural - contextual factors. The study discusses the relevance and implications of these challenges for OBA implementation in Vietnamese higher education. The results provide a systematic reference framework to support educational managers and lecturers in developing coherent, substantive, and context-sensitive strategies for OBA implementation.

Tổng quan nghiên cứu về phát triển năng lực sáng tạo nội dung số cho sinh viên ngành Sư phạm Mĩ thuật

Dương Thu Trang, Quách Thị Ngọc An — Fri, 05 Jun 2026 00:00:00 +0700

This study employs an analytical literature review approach to examine the development of digital content creation competence for pre-service art teachers. Data were collected from international databases such as Scopus, Web of Science, and Google Scholar, along with national academic sources, focusing on publications from 2000 to 2025. A total of 30 relevant documents were selected based on defined inclusion criteria and analysed through thematic synthesis. The findings indicate that while digital competence has been widely studied, research specifically addressing digital content creation competence for art education students remains fragmented and lacks specialization. The study identifies key research trends, clarifies conceptual foundations, and highlights research gaps. Based on these findings, the paper proposes directions for developing a specialized competence framework and pedagogical approaches aligned with the context of art teacher education in Vietnam. Developing digital content creation skills for Fine Arts Education students needs to be placed within a competency-based teaching approach, linked to learning outcomes and professional standards.

Cấu trúc và quá trình phát triển kĩ năng điều chỉnh cảm xúc của trẻ em 5–6 tuổi theo tiếp cận chiến lược hành vi

Nguyễn Thị Vui, Nguyễn Thị Như Mai — Fri, 05 Jun 2026 00:00:00 +0700

Emotion regulation skills play an important role in children’s socio-emotional development and adaptive capacity during the transition to primary school at ages 5-6. However, existing studies still lack a systematic account of the concept, structure, and developmental process of these skills from a behavioural strategy approach, particularly in the Vietnamese context. This study employed a scoping review method, with data collected from Scopus, Web of Science, ScienceDirect, and Google Scholar. The findings indicate that current studies focus on three main themes: (1) the concept of emotion regulation skills from different theoretical approaches; (2) the structure of these skills based on adaptive and maladaptive behavioural strategy groups; and (3) the developmental process reflected in changes in the frequency and flexibility of strategy use. At the same time, the review reveals research gaps in systematizing the skill structure and describing its developmental trajectory from a behavioural strategy perspective. The findings contribute to strengthening the theoretical foundation for developing assessment tools and designing appropriate educational activities to foster emotion regulation skills in children aged 5-6, while also suggesting directions for further research on empirical validation and application in the context of Vietnamese preschool education.

Phát triển kĩ năng ngôn ngữ diễn đạt cho trẻ rối loạn phổ tự kỉ 5–6 tuổi thông qua hoạt động khám phá xã hội

Mai Thị Phương, Đặng Thị Bích Thủy — Fri, 05 Jun 2026 00:00:00 +0700

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that has been increasing in prevalence, and numerous studies have been conducted on this population. In Vietnam, children with this disability have also been studied for more than 20 years; however, research on the development of expressive language skills in 5-6-year-old children with ASD through social exploration activities remains limited. Using a quantitative research method with a sample of 60 teachers working at specialized education centres in both urban and suburban areas of Hanoi, this study identified several key findings: (1) Teachers highly value the importance of developing expressive language skills for children through social exploration activities; (2) Teachers employ a variety of instructional forms and methods tailored to the individual needs of children; and (3) Numerous factors influence the development of expressive language skills in children with ASD including teachers’ interactional competencies, the organization of instructional activities, the availability of educational resources and facilities, and the coordination between families and schools. Based on these findings, the study proposes four educational measures that are appropriate to the characteristics of children with ASD.

Hiệu quả của mô hình PCVL-WWIP trong dạy học bài tập cấu tạo từ cho học sinh lớp 8

Nguyễn Quốc Dinh, Trần Quang Bảo Phúc — Fri, 05 Jun 2026 00:00:00 +0700

Word formation is a common component of English tests at the secondary level; however, students often struggle with it because it requires them to remember and apply multiple morphological rules in context. This study examined the effectiveness of the PCVL-WWIP intervention, which combines pre-class video learning with worksheet- and Wordwall-based practice, in improving Grade 8 students’ performance in word formation exercises. A quasi-experimental one-group pretest-posttest design was employed with 49 Grade 8 students. Quantitative data were collected through pre- and post-tests and a questionnaire, while qualitative data came from teacher observation notes and semi-structured interviews. The findings showed a statistically significant improvement in students’ performance, with mean scores increasing from 5.84 to 7.82, t (48) = 13.71, p < .001, and a large effect size (d = 1.96). Questionnaire results also indicated generally positive student perceptions, particularly regarding lesson preparation, engagement, and self-regulation-related behaviors. Qualitative findings suggested that the PCVL phase supported self-paced access to rules, while the WWIP phase promoted repeated practice and immediate feedback. The findings provide preliminary evidence that the PCVL-WWIP intervention may support Grade 8 students’ word formation performance in this context.

Thuật ngữ an ninh trong Văn kiện Đại hội đại biểu toàn quốc lần thứ XIV của Đảng dưới góc nhìn ngôn ngữ học

Nguyễn Thị Huệ — Fri, 05 Jun 2026 00:00:00 +0700

In political documents, terminology plays an important role in structuring discourse and shaping perception. This article examines 69 security-related terms in the documents from a linguistic perspective in order to clarify their structural features, systematicity, and discursive functions. The qualitative analysis shows that these terms are organized around conceptual nuclei and developed into major categories such as political-national security, order, social safety, and non-traditional security. Formally, they are predominantly compound terms, relatively stable in use, and interconnected within a conceptual network that reflects security governance thinking in a new context. The study indicates that security terminology in the documents serves not only a naming function but also contributes to the organization of knowledge and the construction of institutional discourse, thereby shedding light on the linguistic features of political documents and providing a reference basis for research on the language of security as a specialized field.

Tích hợp giáo dục tài chính trong dạy học nội dung “Giải hệ bất phương trình bậc nhất hai ẩn” (Toán 10) với sự hỗ trợ của phần mềm GeoGebra

Nguyễn Huy Thao, Nguyễn Thị Nga — Fri, 05 Jun 2026 00:00:00 +0700

Financial literacy education in school mathematics serves both as an integrated component of the curriculum and as a domain for practical and experiential learning activities. In Grade 10, solving systems of linear inequalities in two variables is an important topic, as it provides students with a foundation for understanding and solving optimization problems. With the support of GeoGebra in teaching systems of linear inequalities in two variables, students are able not only to represent the feasible region but also to determine the extreme values of the objective function. Against this background, the present study aims to design instructional content that integrates financial literacy education into mathematics teaching through solving problems involving systems of linear inequalities in two variables with the support of GeoGebra. The findings clarify key perspectives on integrating financial literacy education into mathematics and propose a pedagogical process as well as instructional approaches for implementing such integration. The study is expected to offer valuable implications for researchers, educational leaders, and teachers in improving the effectiveness of integrating financial literacy education into Mathematics teaching through problems on systems of linear inequalities in two variables.

Tổ chức dạy học môn Công nghệ 10 - định hướng công nghiệp theo quan điểm dạy học định hướng hành động

Bùi Thị Nhàn, Diệp Phương Chi — Fri, 05 Jun 2026 00:00:00 +0700

In the context of general education reform oriented toward the development of students’ qualities and competencies, the innovation of teaching methods in Technology has become necessary. This study aims to apply the actionoriented teaching and learning approach to organizing the teaching of Grade 10 Technology - Industrial Orientation. The study uses theoretical research methods combined with pedagogical experimentation conducted at Tran Van On High School, Ho Chi Minh City, with the participation of Grade 10 students who choose to study Technology and two teachers. Based on the analysis of theoretical and practical foundations, the study proposes a process for organizing the teaching of Grade 10 Technology - Industrial Orientation according to the action-oriented teaching ang learning approach, and illustrates it through specific learning topics. The experimental results show that organizing teaching according to the action-oriented teaching and learning approach contributes to improving students’ technological competence, general competencies, and qualities, while also enhancing their interest, activeness, and collaborative ability in learning. The research results confirm the feasibility and effectiveness of applying the action-oriented teaching and learning approach in teaching Grade 10 Technology, thereby contributing to providing a scientific basis for innovating teaching methods in line with the competency-based orientation of the 2018 General Education Curriculum.

Đề xuất mô hình dạy học kĩ năng nói tiếng Anh cho học sinh trung học cơ sở: Trường hợp tích hợp hoạt động thủ công - mĩ thuật theo mô hình “Lớp học đảo ngược”

Nguyễn Thị Kim Loan, Phan Thị Thanh Thảo — Fri, 05 Jun 2026 00:00:00 +0700

Currently, in secondary schools, especially in rural areas, developing students' speaking skills still faces many significant challenges. Students often experience anxiety when speaking, lack confidence, and have limited opportunities to communicate. This paper proposes the “Make-and-Speak” pedagogical model, which integrates Arts and Crafts activities into English speaking instruction for lower secondary students through a flipped classroom approach. Grounded in Kolb’s experiential learning theory, Vygotsky’s sociocultural perspective, and Ryan & Deci’s self-determination theory, the study elucidates how physical artistic products serve as “scaffolding” to lower the affective filter and alleviate speaking anxiety. Distinct from isolated teaching techniques, the model is structured as a strategic instructional framework implemented across thematic units. It divides the pedagogical process into two core stages: MAKE (tangible product creation at home) and SPEAK (interactive language production in class). Drawing on evidence from a pilot implementation, the paper analyzes the transition from physical creation to the establishment of product ownership, thereby confirming the model’s feasibility and effectiveness in boosting intrinsic motivation for students in resource-limited rural contexts.

Các yếu tố ảnh hưởng đến hiệu quả hỗ trợ học tập tự chủ của sinh viên: Tiếp cận từ cố vấn học tập trong bối cảnh chuyển đổi số giáo dục đại học

Bùi Phương Thúy, Nguyễn Vũ Bích Hiền — Fri, 05 Jun 2026 00:00:00 +0700

Autonomous learning is a core competency, calling for renewed learner support mechanisms in which academic advising plays a key role. This study examines factors associated with the effectiveness of academic advising in supporting students’ autonomous learning within the context of digital transformation in Vietnamese higher education. Data were collected from 750 valid responses, including students, academic advisors, and administrators, and analysed using SPSS through Cronbach’s Alpha, exploratory factor analysis (EFA), and linear regression. The findings indicate that organizational and managerial factors show the strongest association with advising effectiveness, followed by the learning environment and digital technologies. Intrinsic learning motivation demonstrates a statistically significant negative relationship, while several other individual factors do not exhibit a direct association within the model. Based on these results, the study suggests a system-based approach to managing academic advising activities and highlights the critical role of organizational context in supporting autonomous learning. The findings contribute empirical evidence to the integrated approach that considers both individual and organizational factors in research on autonomous learning in higher education.

Thực trạng xây dựng môi trường giáo dục thẩm mĩ theo tiếp cận Reggio Emilia cho trẻ mẫu giáo: Nghiên cứu tại các cơ sở giáo dục mầm non ở Hà Nội, Đà Nẵng, Thành phố Hồ Chí Minh

Nghiêm Thị Đương — Fri, 05 Jun 2026 00:00:00 +0700

In the context of current educational reforms, the Reggio Emilia approach is considered a progressive direction, emphasizing the role of the environment and creating opportunities for children to learn through diverse experiences, exploration, and expression. This study uses a questionnaire-based survey combined with interviews to assess the current situation of building an aesthetic education environment according to the Reggio Emilia approach in preschools in three major cities: Hanoi, Da Nang, and Ho Chi Minh City. The research results show that the elements of building an aesthetic education environment according to the Reggio Emilia approach are implemented only at an average to weak level; the content that fully reflects the characteristics of the environment, such as the “third teacher”, enhancing technological equipment, musical instruments, props, and mobilizing the participation of experts and parents, is still limited. Administrators rated the level of implementation higher than teachers in many criteria. The results highlight the need for enhanced professional development for teachers, investment in infrastructure, expanded parental and community participation, and flexible application of Reggio Emilia values to suit the practical conditions of Vietnam.

Thực trạng quản lí hoạt động trải nghiệm, hướng nghiệp tại các trường trung học cơ sở tư thục Thành phố Hà Nội

Nguyễn Thị Biên, Nguyễn Văn Tuân — Fri, 05 Jun 2026 00:00:00 +0700

In private secondary schools in Hanoi, experiential learning and career guidance activities are organized in a diverse and flexible manner, but the management of these activities still faces many shortcomings. This article presents the results of a survey assessing the current situation of management of experiential learning and career guidance activities in private secondary schools in Hanoi according to the functions of management. The results show that school administrators generally rated the activities as very good (average scores from 3.94 to 4.45), while teachers rated them as fair (average scores from 3.60 to 4.10). The areas that received high ratings were ensuring the necessary conditions for implementation and assessment, while teacher training and standardization of assessment tools were limited. The majority of administrators' ratings were higher than teachers', reflecting a more positive perspective on the level of implementation, while teachers' ratings more accurately reflected the difficulties and limitations arising during the actual implementation process. The research results provide a scientific basis for proposing measures to manage experiential and career guidance activities in secondary schools in Hanoi.

Kiểm định cấu trúc nhân tố và tính bất biến đo lường của thang đo suy kiệt học tập Maslach (MBI-SS) ở học sinh trung học phổ thông

Trần Thị Cẩm Tú, Vũ Bá Tuấn — Fri, 05 Jun 2026 00:00:00 +0700

Learning burnout has received increasing attention among high school students; however, its measurement - particularly measurement equivalence across groups - remains limited in the Vietnamese context. This study examined the factor structure, measurement invariance, and group differences by gender, grade level, and school type of the Maslach Burnout Inventory - Student Survey (MBI-SS) in a sample of 644 high school students (Mage = 15.7, SD = 0.82; 53% female). Confirmatory factor analysis supported the three-factor model, and multi-group CFA demonstrated scalar invariance across groups, providing novel evidence of measurement equivalence of the MBI-SS in Vietnamese high school students. Latent mean comparisons indicated that female students and 12thgrade students reported higher emotional exhaustion; additionally, 12thgrade students showed higher cynicism than 10th-grade students, while no differences were found by school type. These findings reinforce the psychometric validity of the MBI-SS and highlight its potential application in monitoring and supporting student mental health in school settings.