Tạp chí Giáo dục

Đề xuất bộ tiêu chuẩn năng lực số dành cho giảng viên các trường đại học có đào tạo giáo viên tại Việt Nam

Thu, 20 Aug 2026 00:00:00 +0700

Digital transformation, artificial intelligence (AI), and emerging national policies on science, technology, innovation, and intellectual property are reshaping the professional competency requirements for university lecturers in Vietnam. This study employs document analysis and the Delphi method to develop a set of digital competence standards for lecturers at teacher education institutions. The findings provide a framework comprising seven digital competence standards and twenty indicators, including: (1) Professional and Digital Research Knowledge (3 indicators); (2) Digital Devices, Software, and Data Management (2 indicators); (3) Digital Content Design, Teaching and Assessment (3 indicators); (4) Digital Communication, Collaboration, and Learner Support (3 indicators); (5) Digital Ethics, Information Security, and Professional Development (3 indicators); (6) Artificial Intelligence Competence (3 indicators); (7) Digital Innovation and Creativity (3 indicators). Each standard is operationalized through a system of indicators across three levels of professional proficiency – Operational, Proficient, and Innovation Leader. The proposed standards not only build upon existing international and Vietnamese digital competence frameworks but also integrate emerging requirements related to artificial intelligence, digital transformation, data governance, digital ethics, and intellectual property, while addressing the specific context of teacher education institutions in Vietnam. The proposed framework provides a scientific foundation for the management, assessment, self-assessment, and professional development of lecturers' digital competence, thereby supporting the digital transformation of teacher education institutions.

Quy trình đánh giá chuẩn đầu ra chương trình đào tạo Y khoa theo hướng tiếp cận giáo dục dựa trên chuẩn đầu ra, năng lực và phân tích dữ liệu học tập

Vũ Thị Thu Hằng, Nguyễn Hữu Cương, Kim Bảo Giang — Thu, 20 Aug 2026 00:00:00 +0700

Assessing the attainment of Program Learning Outcomes (PLO) is a core requirement in competency-based medical education. However, training institutions continue to face challenges in systematically tracking and evaluating the developmental trajectory of student competencies. This study applies the principles of Programmatic Assessment (PA), Workplace-Based Assessment (WBA), and Learning Analytics (LA) to develop a structured framework for assessing PLO attainment levels in medical training. The study proposes a six-step procedure comprising: defining PLOs and performance benchmarks; establishing performance indicators; designing assessment matrices; selecting appropriate assessment tools; collecting and analyzing data; and conducting supplementary qualitative research to interpret results, identify root causes of underattainment, and propose improvements. Preliminary pilot results focusing on the medical knowledge competency domain demonstrated that the process is logically structured, synthesizes and visually describes the level of learning outcome attainment, and assists in identifying bottlenecks within the course structures to inform targeted improvements. The proposed process offers a feasible framework for learning outcome assessment, contributing to the standardization of evidence for quality assurance and accreditation in medical education. Future research should extend empirical validation to clinical PLOs (integrating OSCE, Mini-CEX, and Portfolio data), develop interactive dashboards to automate data processing, and test the framework across diverse medical training institutions.

Xây dựng khung hệ thống tiêu chí đánh giá thể chế phát triển giáo dục Việt Nam đáp ứng yêu cầu phát triển nhanh và bền vững đất nước

Thu, 20 Aug 2026 00:00:00 +0700

In the context of contemporary educational reform, developing a criteria system for evaluating the institutional framework for Vietnam's educational system development in response to the country's rapid and sustainable development represents an issue of considerable significance. Practical experience has demonstrated that the refinement of such an institutional framework is both a necessary and urgent undertaking. The present study aims to examine and propose the development of an evaluation criteria system. Documentary research methods combined with theoretical analysis were employed, in combination with the Delphi method. Consultation with 20 experts indicates that there are 8 core bases for constructing the evaluation criteria system, along with 10 evaluation criteria. The findings of this study provide policymakers and educators with a comprehensive perspective to formulate strategies and plans for developing Vietnam's educational system in accordance with the requirements of rapid and sustainable development. This research may also serve as a foundation for further studies and a reference for interested readers.

Bồi dưỡng cán bộ quản lí trường phổ thông: Tổng quan tài liệu hệ thống dựa trên phân tích trắc lượng thư mục và sàng lọc PRISMA

Ngô Hải Chi — Thu, 20 Aug 2026 00:00:00 +0700

In the context of the 2018 general education reform in Vietnam, the study conducted a scoping review on school administrator professional development based on the PRISMA-ScR standard using Scopus (1987-2026). Screening 635 articles yielded 257 articles for in-depth analysis (Group A: 45 articles, Group B: 66 articles, Group C: 146 articles) and 61 full-text readings. Using bibliometric methods and thematic coding, the study identified: (1) the field's bibliographic landscape; (2) experiences from five leading countries; (3) distribution and evidence of effectiveness according to the 4×3 training method matrix, which serves as a theoretical framework to systematize administrator training methods; and (4) specific lessons for Vietnam. This study aims to contribute a comprehensive picture based on solid scientific evidence regarding the training of general education administrators.

Đề xuất mô hình phát triển chuyên môn tự chủ cho giáo viên phổ thông dựa trên cộng đồng học tập chuyên môn có sự hỗ trợ của công nghệ số

Vũ Cẩm Tú — Thu, 20 Aug 2026 00:00:00 +0700

Implementing the 2018 General Education Curriculum amid digital transformation has created new requirements for school teachers in Vietnam. This article proposes a model of self-directed professional development for school teachers based on professional learning communities, practice improvement, and digital technology support. Using a theoretical research approach based on literature review, the study shows that teacher professional development should be organized as a continuous process of professional learning, connected to practical problems, professional collaboration, and classroom-based evidence. The proposed model consists of five components: innovation context and requirements, teachers’ self-directed professional development needs, professional learning communities, an evidence-based practice improvement cycle, and digital technology support. The model contributes to the theoretical basis for organizing teacher professional development in a regular, flexible, and practice-oriented manner.

Học vi mô trong đào tạo giáo viên: Ưu điểm, giới hạn và điều kiện triển khai từ góc nhìn sinh viên sư phạm

Thu, 20 Aug 2026 00:00:00 +0700

Microlearning has emerged as a novel approach in the context of the rapid expansion of online education and the ongoing transformation of higher education. This study explores the perspectives of pre-service teachers from the dual viewpoints of current learners and future educators, aiming to identify the advantages and limitations of the microlearning approach in teacher education. Following four pilot learning sessions, 20 pre-service teachers participated in focus group interviews. The data were analyzed using a hybrid thematic analysis approach, combining deductive coding based on an initial theoretical framework with inductive coding derived from the empirical data. The findings indicate that microlearning is positively perceived for its flexibility, ability to segment content into manageable units, support for knowledge retention, and facilitation of self-paced learning. However, participants also identified five major limitations: the lack of direct interaction with instructors, the high level of self-discipline required, the risk of insufficient depth due to the brevity of content, difficulties in applying the approach to practical or specialized subjects, and its dependence on technological infrastructure and device accessibility. The study suggests that microlearning should be implemented as a component of a blended learning model rather than as a complete replacement for traditional classroom instruction.

Đề xuất các hoạt động đặc trưng trong trải nghiệm giải quyết vấn đề môn Toán ở trường trung học phổ thông

Lê Thị Thu Hằng, Đào Tam — Thu, 20 Aug 2026 00:00:00 +0700

In the context of the 2018 General Education Curriculum with a focus on enhancing experiential learning for students, clarifying the nature of experiential learning in mathematics teaching and the characteristic activities of problem-solving experiences has not yet been systematically explored. This paper uses a theoretical research method through the analysis and synthesis of philosophical, psychological, pedagogical, and mathematical education perspectives, as well as domestic and international research works, to build a scientific basis for the research problem. The study has developed the concepts of “experiential learning in mathematics teaching in high schools” and “problem-solving experiences in mathematics in high schools”; and simultaneously identified a system of characteristic activities in problem-solving experiences in mathematics in high schools. The research results contribute to supplementing the theoretical basis of experiential learning in mathematics, clarifying the role of the experiential environment and guiding students to focus on characteristic activities in problem-solving experiences in mathematics at the high school level.

Thực trạng ứng dụng trí tuệ nhân tạo (AI) trong xây dựng “lớp học Lịch sử thông minh” ở trường trung học phổ thông

Nguyễn Văn Ninh, Nguyễn Thị Bích, Phạm Hoàng Anh Phương — Thu, 20 Aug 2026 00:00:00 +0700

In the context of digital transformation in education, artificial intelligence (AI) is opening up new possibilities for innovating teaching methods. This article analyzes the current situation of applying AI to build a “Smart History Classroom”, thereby identifying the advantages, difficulties, and issues arising during the implementation process. The study employs questionnaires with 150 teachers and 500 students from several high schools, combined with informal discussions, interviews, and descriptive statistical analysis. It is found out that most teachers have a positive perception of the role of AI in history teaching. However, the frequency of AI application remains limited due to teachers’ lack of skills, insufficient reliable historical resources, and inconsistent implementation conditions. The students showed interest in learning activities supported by AI. This study provides practical evidence for proposing solutions to develop the “Smart History Classroom” model in high schools.

Tích hợp năng lực tự điều chỉnh trong dạy học Khoa học tự nhiên: Đề xuất khung năng lực TPASK-SRL cho giáo viên Khoa học tự nhiên

Quản Minh Hòa, Lê Hải Mỹ Ngân, Nguyễn Thị Tố Khuyên, Nguyễn Thị Kim Ánh — Thu, 20 Aug 2026 00:00:00 +0700

The emphasis on the application of information and communication technology (ICT) as well as self-regulated learning (SRL) in science teaching has become an increasingly important research direction in contemporary education. In the Vietnamese context, the introduction of the integrated Natural Science curriculum has posed significant challenges for teacher education and professional development for both pre-service and in-service teachers. Building on the theoretical foundations of TPACK and TPASK frameworks, as well as studies highlighting the role of ICT and the potential of self-regulation competency in teaching, this study proposes the TPASK-SRL framework for Natural Science teacher competencies. The framework consists of eight components: pedagogical knowledge, scientific knowledge, technological knowledge, pedagogical content knowledge, technological pedagogical knowledge, technological content knowledge, technological pedagogical content knowledge, and self-regulation competency in teaching. The TPASK-SRL framework serves as a guide for developing teaching competencies for pre-service and in-service science teachers and has the potential to support a more comprehensive assessment of teaching competencies. Future research may extend the contributions of this framework by validating the measurement scale or designing instructional interventions across different participant groups and educational contexts.

Tác động của công cụ trí tuệ nhân tạo tạo sinh đến kết quả học tập và năng lực số môn Tin học của học sinh trung học phổ thông

Huỳnh Hoàng Tuấn, Huỳnh Nguyễn Ngọc Hân, Thái Thị Ngọc Thuý — Thu, 20 Aug 2026 00:00:00 +0700

The application of artificial intelligence into educational environments is inevitable; however, the effective implementation process continues to pose obstacles. This study evaluates the impact of GenAI tools, specifically GitHub Copilot, Poe, and Gemini, on the teaching of Grade 11 Informatics at the Can Tho University Elite High School. A quasi-experimental approach was employed, using a pretest-posttest design with 69 students. The results showed that the experimental group achieved a higher average posttest score compared to the control group. Furthermore, the study also noted improvements in students’ digital competence and AI ethical awareness, measured based on the DigComp 2.2 framework. The study confirms that GenAI serves as a cognitive scaffold, helping to reduce the burden of technical requirements for learners, thereby facilitating focus on developing computational thinking. Practically, this provides a reference framework for educators. Future studies should expand the sample size, diversify teaching contexts, and assess the long-term impacts of GenAI on the process of cultivating digital competence.

Nhận thức và thái độ của phụ huynh đối với chuyển đổi số trong giáo dục mầm non: Thực nghiệm tại Việt Nam

Phạm Minh Trường, Đặng Hoàng Minh Quân, Nguyễn Thị Hằng Nga — Thu, 20 Aug 2026 00:00:00 +0700

In the context of accelerating digital transformation, preschool education presents unique characteristics as young children lack the autonomy to use technology independently, making parents indirect decision-makers. This study aims to examine parents’ perceptions and attitudes toward digital transformation in preschool education in Vietnam based on the Technology Acceptance Model (TAM). Data were collected from 386 parents using a structured questionnaire and analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that perceived ease of use positively influences perceived usefulness, while perceived usefulness plays a central role in shaping parental attitudes. In addition, perceived risk has a direct negative effect and simultaneously weakens the core relationships within the model. The study highlights a dual-evaluation mechanism between perceived benefits and risks in an indirect decision-making context, and provides implications for designing digital transformation solutions aligned with parental expectations in preschool education.

Năng lực nghiên cứu khoa học của sinh viên ngành Giáo dục mầm non: Tiếp cận tự hiệu quả nghiên cứu theo thang đo C-RSES

Phan Thị Thúy Hằng, Phạm Thị Quỳnh Nga — Thu, 20 Aug 2026 00:00:00 +0700

This study aims to assess the research self-efficacy of Early Childhood Education students using the Comprehensive Research Self-Efficacy Scale (C-RSES), in the context where research competence is increasingly considered an important component of teacher education. A mixed-methods approach is employed, including a quantitative survey and semi-structured interviews. The findings indicate that the research self-efficacy of Early Childhood Education students is generally at a low to moderate level. The areas in which students felt least confident were data analysis and the development of theoretical and conceptual frameworks. Although third- and fourth-year students showed higher levels of research self-efficacy than first- and second-year students, the difference was not statistically significant. The findings suggest the need to integrate more research activities into teacher education programs, with greater emphasis on developing research skills through practice and enhanced academic support for students. The study also indicates the potential for further validation and application of the C-RSES in different teacher education contexts.

Hoạt động hướng nghiệp và phân luồng học sinh: Nghiên cứu thực trạng tại các trường trung học cơ sở trên địa bàn Thành phố Hà Nội

Nguyễn Đức Sơn, Lê Minh Nguyệt, Đàm Thị Vân Anh — Thu, 20 Aug 2026 00:00:00 +0700

This study aims to assess the current state of career guidance and student streaming activities in lower secondary schools. It employs sociological statistical methods and questionnaire surveys. The survey respondents were 540 administrators and teachers from 38 lower secondary schools located in various wards and communes of Hanoi City, selected via convenience sampling. The survey results indicate that 100% of the lower secondary schools in Hanoi have developed career education programs and have teachers concurrently responsible for career counseling and student streaming. The majority of teachers have selected career guidance content appropriate to the specific characteristics of the lower secondary level. Activities such as field trips and experiential visits to production and business facilities, along with career counseling sessions conducted by experts, were found to be more effective than integrated approaches within subjects, flag-raising ceremonies, or homeroom activities. However, organizing activities, as well as mobilizing and coordinating educational forces in career guidance work, pose greater difficulties and limitations compared to the cognitive awareness and professional competencies of the teaching staff. Based on the aforementioned findings, several directions for solutions are suggested to enhance the effectiveness of career guidance and student streaming in lower secondary schools in Hanoi City in the current context.

Thực trạng năng lực công nghệ số của sinh viên Việt Nam từ góc nhìn tham chiếu khung DigComp EU và MOET

Nguyễn Thị Thanh Thủy, Nguyễn Thị Oanh — Thu, 20 Aug 2026 00:00:00 +0700

Rapid digital transformation has created increasing demands for students’ ability to adapt their digital competence in modern society. This article analyzes the current state of digital technology literacy among Vietnamese students using the Digital Competency Framework issued by MOET and DigComp EU 2.2 framework, which comprises six competencies. The quantitative study using 1,172 survey respondents shows that students' digital technology literacy is generally at an intermediate to advanced level, with a greater emphasis on communication, collaboration, and AI application skills. However, the capacity for digital content creation and in-depth problem-solving remains limited. Significant differences were observed across academic years, majors, and places of residence, while gender and type of educational institution did not produce statistically significant differences. Students in STEM fields and urban areas tended to achieve higher levels of digital technology literacy. Based on the research findings, the article emphasizes the need to enhance digital skills training and bridge the digital divide in higher education.

Áp dụng mô hình KAP để khảo sát việc sử dụng AI có trách nhiệm của sinh viên: Nghiên cứu tại Trường Đại học Khoa học Xã hội và Nhân văn - Đại học Quốc gia Hà Nội

Thu, 20 Aug 2026 00:00:00 +0700

The rapid development of artificial intelligence (AI) is creating many changes in higher education and raising issues related to academic ethics and students’ dependence on technology. This study investigates the knowledge, attitudes, and practices regarding responsible AI use among students at the University of Social Sciences and Humanities, Vietnam National University, Hanoi, based on the KAP model and an explanatory sequential mixed-methods design, including a survey of 360 students and semi-structured in-depth interviews. The research findings show that students have relatively positive knowledge and attitudes toward responsible AI use; however, their actual AI usage practices remain inconsistent and are strongly influenced by the learning context. Qualitative data indicate that many students have not clearly identified the boundary between learning support and AI dependence in academic activities. The findings emphasize the role of universities in guiding responsible AI use. Accordingly, the study proposes strengthening academic ethics education and implementing digital competency frameworks for students. At the same time, further studies are needed to more fully explain AI usage behaviors among students.

Chủ nghĩa hoàn hảo ở người trưởng thành trẻ tuổi: Thực trạng và sự khác biệt theo các đặc điểm nhân khẩu học

Thu, 20 Aug 2026 00:00:00 +0700

In today’s context, young adults face numerous pressures stemming from academic demands, work responsibilities, intimate relationships, and broader social interactions. These pressures often lead them to set high standards and strive for perfection. However, perfectionism is a multidimensional and complex construct that can have both positive and negative effects on mental health. Therefore, this cross-sectional study was conducted to examine the current state of perfectionism among young adults. The findings, based on data collected from 456 young adults using the Frost Multidimensional Perfectionism Scale (FMPS), indicated that most participants exhibited a moderate level of perfectionism. Among the dimensions assessed, “Organization” emerged as the most prominent aspect (M = 3.40). In contrast, “Concern over Mistakes and Doubts” showed the lowest mean score (M = 2.55). Furthermore, statistically significant differences in perfectionism were found across educational level, occupational position, and income level, while no significant differences were observed for other demographic characteristics. These findings indicate that perfectionism among young adults is not solely manifested through individual psychological characteristics but also differs according to financial and occupational factors. The study provides empirical data on perfectionism in the Vietnamese context and contributes to the evidence base for developing mental health support programs, counseling services, and tailored interventions to foster healthy psychological development among young adults.

Đánh giá năng lực số của sinh viên Trường Đại học Tây Bắc và sự khác biệt theo các yếu tố nhân khẩu học

Tiêu Thị Mỹ Hồng, Lê Thị Vân Anh — Thu, 20 Aug 2026 00:00:00 +0700

The study was conducted to meet the urgent need to standardize learners' digital competence under Circular 02/2025/TT-BGDĐT in the context of digital transformation in higher education. It aims to evaluate the current status and influencing factors, helping the university develop a digital competence training roadmap suitable to student characteristics. The research used a quantitative design, surveying 495 students with a reliable tool measuring five areas of digital competence based on the DigComp framework. The results showed that gender did not create a statistically significant difference (p > 0.05), while major and ethnicity were strong influencing factors. Pedagogical students had superior digital competence compared to non-pedagogy students across areas (p < 0.01). Notably, disparity was seen among ethnic groups: Kinh and Thai students showed significantly higher digital competence levels than Hmong students, especially in technical and creative skills. These findings confirm that digital competence can be fostered and developed through systematic training, aligning with the DigComp framework and international studies on digital competence in higher education. The gap between ethnic groups reflects barriers in technology access and socio-cultural contexts. This suggests the university should prioritize equipment support and build personalized training programs for first-year students and disadvantaged ethnic groups.