Tạp chí Giáo dục

Tư duy mở chủ động của sinh viên các trường đại học ở Việt Nam: Một nghiên cứu định lượng

Sat, 20 Jun 2026 00:00:00 +0700

Actively open-minded thinking (AOT) is considered a cognitive disposition that enables students to adapt more effectively and make informed decisions in complex learning and social environments characterized by overwhelming amounts of information. This study was conducted to examine the status of this thinking style among Vietnamese university students. A questionnaire comprising 13 items was administered to a sample of 675 students. The analysis revealed that students’ AOT levels were only moderate (M = 2.89/5), with evident signs of cognitive conservatism and confirmation bias. No statistically significant differences in AOT were found across demographic and academic groups, including gender, university, year of study, major, and entrepreneurial experience. Based on these findings, the study recommends that universities integrate AOT development into academic programs, promote an open academic culture, and enhance students’ reflective experiences through practical and interdisciplinary learning opportunities.

Khung mô hình tư vấn hướng nghiệp sau giáo dục nghề nghiệp và phát triển nghề nghiệp suốt đời của người học

Trần Văn Khởi, Đặng Thị Huyền — Sat, 20 Jun 2026 00:00:00 +0700

Employment outcomes and post-graduation career adaptability are important indicators reflecting the quality of vocational education and training and its responsiveness to labour market demands. This study employs document analysis, literature synthesis, and modelling to develop a framework for career guidance after vocational education and training aligned with learners’ lifelong career development. The findings clarify the concept of post-VET career guidance as a lifecycle support service, which is not equivalent to simple job placement. Based on this perspective, the paper proposes a framework grounded in learners’ digital profiles, coordination mechanisms among VET institutions, public employment services, and employers, together with implementation conditions such as standardised procedures, minimum data requirements, and secure data-sharing arrangements. These proposals contribute to strengthening the scientific and practical foundations for quality governance in vocational education and training.

Đề xuất biện pháp lồng ghép nội dung phát triển bền vững trong dạy học đọc hiểu văn bản thơ cho học sinh lớp 9

Phạm Thị Thu Hiền, Phạm Thị Nga — Sat, 20 Jun 2026 00:00:00 +0700

In the context of implementing the 2018 General Education Curriculum in Vietnam, integrating sustainable development content into Vietnamese Language Arts teaching is important for connecting subject knowledge with contemporary life issues. This article examines the current situation and the potential for integrating sustainable development content into teaching reading poetry texts to Grade 9 students. Data were collected through surveys with teachers and students, together with the analysis of the curriculum, textbooks and lesson plans. The findings indicate that both teachers and students have positive perceptions of the necessity of this integration. They also stated that poetry texts in the curriculum can support students in developing awareness, attitudes and responsibility toward people, society and the environment. Based on the survey results and document analysis, the article recommends strengthening teachers’ capacity of designing learning activities, selecting integrated content appropriate to the characteristics of poetry texts, and organizing reading comprehension tasks that connect aesthetic and humanistic value of literature with sustainable development goals. This approach underlines the role of Vietnamese Language Arts in developing students’ qualities and competencies in line with education for sustainable development.

Đề xuất biện pháp phát triển năng lực tư duy phản biện cho học sinh lớp 12 trong dạy học viết văn bản nghị luận về một vấn đề có liên quan đến tuổi trẻ

Nguyễn Thị Uyên, Nguyễn Phương Mai — Sat, 20 Jun 2026 00:00:00 +0700

Given the rapid development of science, technology, and artificial intelligence, general education should not only focus on equipping students with knowledge but also on developing independent thinking skills, ability to examine issues from multiple perspectives, and to defend viewpoints with logical arguments. For 12th-grade Literature, teaching argumentative essay writing on issues related to youth is an area with many favorable conditions for developing students’ critical thinking skills, as this type of essay relates to issues closely connected to their lives, perceptions, and social responsibilities. This article focuses on clarifying the theoretical basis of critical thinking skills and the characteristics of argumentative essays on issues related to youth; it also proposes several measures for organizing essay writing instruction to develop this skill for 12th-grade students. The research employs theoretical research methods, combined with analysis of the curriculum and teaching materials, to determine the basis for proposing these measures. The research findings offer reference for teachers in organizing competency-based argumentative essay writing lessons, thereby improving the quality of Literature teaching and supporting students in developing critical thinking in their studies and in life.

Tổ chức trò chơi học tập với sự hỗ trợ của phần mềm trong dạy học nội dung “Số và phép tính” (Toán 3) nhằm phát triển năng lực tự học cho học sinh

Hoàng Thị Ngà, Nguyễn Thị Thu Tính, Phạm Thị Thanh Thủy — Sat, 20 Jun 2026 00:00:00 +0700

The rapid development of digital technology in education has presented both opportunities and challenges for innovating teaching methods, including the application of software to design and organize learning games to develop learners' competencies. This research was conducted qualitatively through an analysis of the 2018 General Education Program and relevant literature on primary students’ self-study competency, educational games, and the use of suitable software in primary education. Accordingly, the study proposes a twostage, eight-step procedure for organizing educational games in primary school mathematics teaching with the teaching software support. The proposed process is illustrated through the organization of two learning games in teaching the topic “Numbers and Operations” (Mathematics 3) with the support of Kahoot and Blooket software. Research results facilitate the design and organization of learning games on digital platforms and highlight their role in stimulating learners’ interest, initiative, and self-study competency.

Vận dụng mô hình học tập trải nghiệm của David A. Kolb trong dạy học khái niệm “Mệnh đề toán học” (Toán 10)

Nguyễn Hữu Việt Anh, Nguyễn Hữu Tuyến — Sat, 20 Jun 2026 00:00:00 +0700

The theory of Experiential Learning, perfected and first officially published in 1984 by David A. Kolb, is now widely applied in many fields, including education in secondary schools in many countries around the world, including Vietnam. David A. Kolb's experiential learning model consists of four stages: Concrete Experience; Observation and Reflection; Abstract Conceptualization; and Active Experimentation. This is an effective tool for promoting active learning and enhancing students' understanding. This study applies David A. Kolb's experiential learning model to teaching the concept of “Mathematical Propositions” (Mathematics 10). This model allows students to directly participate in the knowledge formation process through concrete experiences, which is gradually transformed into generalized understanding. However, to effectively implement David A. Kolb's experiential learning model, teachers need to invest appropriate time in designing experiential activities and be flexible in organizing the lesson to optimize the teaching and learning process. Furthermore, as not all content in the mathematics curriculum can be easily implemented following this experiential learning model, careful selection and adjustment are vital.

Xây dựng bộ giáo cụ tích hợp đa giác quan chủ đề “Thực vật và động vật” trong dạy học môn Tự nhiên và Xã hội, Khoa học ở tiểu học

Sat, 20 Jun 2026 00:00:00 +0700

In the context of the 2018 General Education Curriculum, innovating teaching of the subjects of Natural and Social Sciences and General Sciences in Primary schools is an urgent task. This study develops a multi-sensory integrated teaching tool kit for . teaching the topic Plants and Animals, in alignment with the cognitive characteristics and thinking development stages of elementary school students. A survey of 590 students showed that they have a deep need to apply knowledge into practice (Mean = 4.06), think and answer independently (Mean = 3.91), yet have limited opportunities to make their own school supplies (Mean = 2.99). From that result, the study proposes a process for designing multi-sensory teaching aids based on content visualization, enhancing experiential activities and interdisciplinary integration. The teaching kit uses safe, low-cost materials, allowing students to interact with many senses through a rotating model that explores the life cycle of organisms.

Đặc điểm phát triển của trẻ rối loạn phổ tự kỉ 3-6 tuổi tại Việt Nam: Tổng quan nghiên cứu theo khung ICF-CY

Sat, 20 Jun 2026 00:00:00 +0700

Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by persistent difficulties in social communication and restricted, repetitive behaviors. In Vietnam, research on ASD has increased in recent years but remains fragmented. This study conducted a systematic review following PRISMA 2020, synthesizing 18 empirical studies on preschool children with ASD. The findings indicate three core areas of difficulty: impairments in social communication and language; sensory processing and regulation difficulties; and uneven developmental profiles, with language and social functioning more severely affected than motor skills. Additionally, comorbid conditions such as attention difficulties, sleep disturbances, and emotional-behavioral problems are common. Overall, the developmental profile of preschool children with ASD is multidimensional yet uneven, with social communication and sensory processing as central features. Interpreting these findings within the ICF-CY framework highlights the relationships among impairments, activity limitations, and participation restrictions, and suggests directions for future research, particularly longitudinal and functionoriented studies.

Hành vi lựa chọn môn học của học sinh phổ thông: Cơ sở lí thuyết, xu hướng và các yếu tố ảnh hưởng

Nguyễn Thị Thanh Thủy, Nguyễn Thị Duyên, Nguyễn Thị Oanh, Đinh Quang Vũ — Sat, 20 Jun 2026 00:00:00 +0700

The choice of subjects by high school students involves a complex process, influenced by both internal and external factors. This study adopts a PRISMA-oriented literature review method to systematize research from 2000 to the present from two main databases: Google Scholar and ScienceDirect. In addition, the authors have expanded the scope of the review to include reputable domestic educational science journals to ensure comprehensiveness. The literature selection process consists of four steps: identification, screening, relevance assessment, and final selection, with a total of 34 studies meeting the criteria. Through the synthesis of theoretical frameworks; trends in subject selection and factors influencing subject selection behavior; the paper points out the lack of research on this issue in Vietnam, contributes to the theoretical basis and suggests direction for further research on subject selection behavior.

Nghiên cứu thực trạng sử dụng trò chơi dân gian Bahnar trong hoạt động trải nghiệm tại một số trường tiểu học ở Thành phố Hồ Chí Minh

Sat, 20 Jun 2026 00:00:00 +0700

In the context of traditional folk games gradually fading away, experiential activities create opportunities to preserve cultural values. This study analyzes the use of Bahnar folk games in primary schools and proposes the development of an educational website to support teachers. The survey was conducted with 52 teachers and 528 third-grade students in Ho Chi Minh City. The results show that teachers have a positive perception of folk games (Mean value = 4.03; Standard deviation = 0.80) but have limited knowledge about Bahnar folk games (Mean value = 3.37). Students are interested in participating; however, the level of actual experience is average (Mean value = 2.36). Research findings highlight the gap between potential and practical implementation of folk games in teaching, while emphasizing the need to enhance educational resources and teaching tools. The study proposes an educational website as a feasible solution and also suggests further research directions on digital platforms for organizing experiential activities.

Thực trạng năng lực số của giảng viên sư phạm trong các cơ sở giáo dục đại học

Phạm Hoàng Khánh Linh, Nguyễn Minh Tuấn — Sat, 20 Jun 2026 00:00:00 +0700

In the context of digital transformation in education, the Ministry of Education and Training has issued a digital competency framework for learners and teachers. The article proposes a digital competency framework for teacher educators and analyzes the current state of their digital competence in teacher education institutions in Vietnam. The study was conducted on a sample comprising educational administrators, teacher educators, and preservice teachers from nine higher education institutions, employing survey and interview methods, quantitative analysis, and data processing using SPSS. The findings indicate that the digital competence of teacher educators is at a good level of attainment, with strengths in personal digital competence, professional development, and digital citizenship. However, core competences related to digital teaching, data-driven assessment, digital pedagogical modeling, as well as research and digital knowledge development remain limited and uneven. Based on these findings, the study not only provides empirical evidence but also contributes to the existing literature by developing and preliminarily validating a context-specific digital competence framework for teacher educators.

Đào tạo truyền thông khoa học tại Việt Nam: Thực trạng và tiềm năng phát triển trong bối cảnh chuyển đổi số ở Việt Nam

Trần Thị Yến Minh, Lê Thị Thanh Tịnh, Trần Văn Vỹ — Sat, 20 Jun 2026 00:00:00 +0700

Science and technology play a pivotal role in national development; however, the Vietnamese scholarly community has not yet fully leveraged its strength in communicating scientific issues to the public. This situation highlights the need to examine how science communication is integrated into undergraduate education. This study evaluates the current state of relevant training programs and explores scientists’ perspectives on science communication. Findings show that, out of 1,038 examined bachelor’s programs, only 25 (2.4%) include relevant coursework, mainly in Health, Environment, and Journalism. These courses focus primarily on practical skills, with limited attention to reflective thinking and professional attitudes. Moreover, many scientists continue to adopt a “deficit model,” considering communication as a nonessential responsibility. Based on these insights, the study recommends developing specialized training programs and expanding future investigations to the postgraduate level.

Các nhân tố ảnh hưởng đến ý định khởi nghiệp đổi mới sáng tạo gắn với tự tạo việc làm của thanh niên trí thức: Nghiên cứu tại Hà Nội, Thành phố Hồ Chí Minh và Đà Nẵng

Phan Thị Hằng, Phạm Xuân Thu, Đào Ngọc Phương — Sat, 20 Jun 2026 00:00:00 +0700

In the context of the Fourth Industrial Revolution, innovative startups with self-employment have become a vital drive for sustainable development and national competitiveness enhancement. This study aims to identify and analyze the factors influencing the intention of innovative entrepreneurship and self-employment among intellectual youth in three major Vietnamese cities (Hanoi, Da Nang, and Ho Chi Minh City). Using a quantitative study method with a sample of 150 respondents, data were analyzed through Cronbach’s Alpha reliability testing, Exploratory Factor Analysis (EFA), and multiple regression analysis. The results indicate that Access to Capital (β = 0.257; Sig. = 0.002) and Personal Capacity (β = 0.210; Sig. = 0.010) are the two core pillars acting as “driving factors” that most strongly propel entrepreneurial intention. Meanwhile, Infrastructure and the Policy Environment serve as foundational elements for stability but have yet to create a direct breakthrough impulse (Sig. > 0.05). Based on these findings, the study proposes policy implications focusing on transitioning toward direct financial support mechanisms and enhancing practical management training to unlock the creative resources of intellectual youth in the current context.

Sự tham gia học tập của sinh viên trong các học phần trực tuyến theo mô hình ba thành tố: Nghiên cứu tại Đại học Cần Thơ

Lữ Quốc Vinh, Nguyễn Ngọc Chi Lan, Nguyễn Ngọc Phương Thảo, Nguyễn Minh Thư — Sat, 20 Jun 2026 00:00:00 +0700

In the context of digital transformation in higher education, online learning has been increasingly implemented, creating new demands for students’ levels of engagement and learning experiences. This study adopts a descriptive quantitative design to examine learning engagement of 375 fulltime undergraduate students enrolled in online courses at Can Tho University, based on the three-component model of behavioral, cognitive, and emotional engagement proposed by Fredricks et al. (2004). Data were collected using a five-point Likert-scale questionnaire and analyzed through descriptive statistics with SPSS 20 software. The results indicate that the overall level of student engagement was high (M = 3.57/5), with behavioral and cognitive engagement being more prominent than emotional engagement, particularly in aspects related to students’ sense of connectedness and comfort in online learning. These findings not only provide practical evidence for improving course design, enhancing interactive activities, and supporting learners, but also contribute to the body of empirical evidence corroborating the threecomponent model in the context of higher education in Vietnam.

Thực trạng năng lực sử dụng nguồn tài nguyên bảo tàng số của sinh viên sư phạm Trường Đại học Giáo dục - Đại học Quốc gia Hà Nội

Nguyễn Phùng Tám, Quách Thanh Huyền, Trịnh Khánh Huyền — Sat, 20 Jun 2026 00:00:00 +0700

In the current context of digital transformation, digital museum resources are no longer merely communicating history to the public; but from an educational perspective, they also constitute a reliable and rich resource for innovating competency-based History teaching in schools. Therefore, it is necessary to explore and foster the competence to exploit digital museum resources of History teachers from the stage of preservice teacher education. This study was conducted to assess the current state of preservice teachers’ competence of using digital museum resources, including skills in collecting, selecting, exploiting such resources, as well as skills in applying them in professional practices and developing digital museum resources. The research employed a questionnaire survey with 115 third- and fourth-year students majoring in History Education and History and Geography Education at the University of Education, Vietnam National University, Hanoi for data collection, and SPSS software (version 26.0) for statistical data processing and exploratory factor analysis. The study is significant in evaluating the current state of preservice teachers’ competence of using digital museum resources; further substantiating the need for improving the quality of preservice teacher education in the fields of History and History-Geography Education with empirical evidence.

Thực trạng giáo dục đạo đức nghề nghiệp cho sinh viên ngành Quản lí giáo dục: Nghiên cứu tại Trường Đại học Sài Gòn

Nguyễn Huy Dũng — Sat, 20 Jun 2026 00:00:00 +0700

In the context of fundamental and comprehensive educational reform and international integration, professional ethics education plays a crucial role in shaping the qualities and competencies of students majoring in Educational Management. However, its implementation in practice still reveals several limitations, requiring systematic evaluation. This study was conducted at Saigon University using questionnaires, interviews, and document analysis. The findings indicate that professional ethics education has been implemented with institutional attention, and students have developed a certain level of awareness. Nevertheless, its effectiveness remains uneven; the application of ethical knowledge in practice is limited; the content is still theory-ladden; teaching methods lack diversity; and assessment practices are not sufficiently comprehensive. The results suggest the need to innovate professional ethics education by enhancing practical relevance, diversifying instructional approaches, and improving assessment mechanisms to foster students’ ethical qualities and professional competencies in response to current educational reform demands.

Niềm tin vào năng lực cảm xúc của vị thành niên: Nghiên cứu thực trạng tại Thành phố Hồ Chí Minh

Sat, 20 Jun 2026 00:00:00 +0700

Emotional self-efficacy (ESE) refers to individuals’ beliefs in their ability to recognize, understand, and regulate emotions in different situations. However, research on ESE among adolescents in Vietnam remains limited, particularly in large urban areas such as Ho Chi Minh City. This study aims to examine the context of ESE among lower secondary school students in Ho Chi Minh City. A cross-sectional survey was conducted with 680 students from grades 6 to 9 using the Youth Emotional Self-Efficacy Scale (YouthESES) developed by Qualter et al. (2014). The results show that students’ ESE is generally at a moderate level. Significant positive correlations were found among the four dimensions of ESE. In addition, differences were observed according to gender and grade level. The findings provide empirical evidence on ESE among adolescents in the Vietnamese context and suggest the need to strengthen social-emotional learning programs in schools to enhance students’ emotional awareness and regulation.

Giáo dục ý thức bảo vệ môi trường cho thanh niên Phật tử theo tiếp cận cộng đồng tại địa bàn tỉnh Hưng Yên: Thực trạng và biện pháp

Đồng Minh Phúc, Nguyễn Thị Tình — Sat, 20 Jun 2026 00:00:00 +0700

In the context of heightened environmental problems both in terms of intensity and scope, environmental awareness education has become an urgent need. Buddhism, with its philosophy of living in harmony with nature, karma, and compassion, plays an important role in guiding ethical behavior and environmentally friendly lifestyles. Thus, young Buddhist followers are a potential force in environmental protection activities, especially when education is implemented through a community-based approach. A survey of the current state of environmental awareness education for young Buddhist followers in Hung Yen province using a community-based approach shows that the objectives, content, and evaluation of environmental protection education activities within Buddhist communities have been implemented at a moderate level. This study also proposes several measures to improve the effectiveness of environmental awareness education for young Buddhist followers through a community-based approach. It emphasizes the necessity of a community-based approach in environmental awareness education for young Buddhists, while also highlighting the need to enhance content consistency, diversify organizational forms, and promote the role of Buddhist institutions and local communities.