Tạp chí Giáo dục

Sư phạm mở trong giáo dục đại học: nghiên cứu tổng quan hệ thống về khái niệm và cách tiếp cận

Đặng Thị Vân, Phạm Thị Thanh Hải, Lê Hiếu Học — Fri, 20 Mar 2026 00:00:00 +0700

Alongside ongoing changes in higher education, open pedagogy is gradually emerging as a topic of growing interest. This study presents a systematic literature review of definitions and dominant theoretical approaches to open pedagogy in higher education, based on an analysis of 97 academic publications selected from the Scopus and Web of Science databases. The findings reveal three major perspectives on open pedagogy: (1) open pedagogy as an educational philosophy closely linked to critical pedagogy and social justice; (2) open pedagogy as a practice grounded in the use of Open Educational Resources (OER), particularly through renewable assignments and knowledge co-creation; and (3) open pedagogy as a contextresponsive and reflective practice. The findings suggest several directions for future research in the Vietnamese context.

Tích hợp lí thuyết giữa CIPO - SERVQUAL - HEdPERF nhằm phát triển chuỗi giá trị chất lượng dịch vụ giáo dục đại học.

Nguyễn Thúy Hạnh, Nguyễn Đức Ca — Fri, 20 Mar 2026 00:00:00 +0700

In the transition from a public provision model to a knowledge-based service paradigm, higher education requires a systemic and dynamic approach to service quality management. Prior research has largely focused on measuring student satisfaction as a static outcome, offering limited insight into the mechanisms through which service quality is generated. Addressing this gap, this conceptual paper reconceptualizes higher education service quality as a value chain structured around causal linkages within the CIPO (Context - Input - Process - Outcome) model. The study theoretically integrates the SERVQUAL and HEdPERF measurement dimensions into the CIPO framework to develop an integrated value-chain model. This framework explicates how contextual conditions and institutional inputs are transformed through organizational processes into perceived value for students and stakeholders. By linking perceptual quality dimensions with managerial components across the value chain, the model shifts the focus from outcome measurement to cause-oriented quality governance. The primary contribution of this study lies in extending existing service quality models beyond static assessment tools toward a dynamic causal architecture. The proposed integrative framework provides a structured theoretical foundation for strategic quality management in increasingly autonomous and competitive higher education systems.

Xác lập khung kĩ năng mềm cốt lõi cho sinh viên đại học - cơ sở khoa học cho xây dựng giáo trình

Lê Kim Liên — Fri, 20 Mar 2026 00:00:00 +0700

In the context of digital transformation and deep globalization, the labor market increasingly requires university graduates to possess not only disciplinary knowledge but also essential soft skills for adaptability, collaboration, and sustainable career development. The mismatch between soft skills training programs and business needs leads to a situation where many graduates are not ready for the workplace. This study aims to identify key soft skills for Vietnamese university students as a scientific basis for developing an integrated soft skills curriculum. A survey of 574 participants - including employers, experts, and students - was conducted using frameworks from OECD (2018), Trilling and Fadel (2009), and Robles (2012). Descriptive statistics and ANOVA analyses revealed four core skills with high consensus: collaboration, initiative, critical thinking, and adaptability/resilience. However, the ANOVA test indicates statistically significant differences (p < .05) in perceptions between students and the other two groups regarding both the importance and the degree of skill gaps. Students tend to underestimate the level of deficiency in key skills compared to the assessments of employers and experts, reflecting a gap between university education and the practical requirements of the labor market. The study recommends redesigning soft skills curricula through experiential and project- based learning, multi- source assessment, and stronger collaboration among universities, industry, and students to enhance graduates’ employability and global integration in the digital era.

Chính sách thúc đẩy học tập suốt đời ở Hàn Quốc, Nhật Bản và Việt Nam: phân tích so sánh và một số kinh nghiệm cho Việt Nam

Nguyễn Thị Hài, Phạm Văn Thành — Fri, 20 Mar 2026 00:00:00 +0700

Lifelong learning is a sustainable human-development strategy in the context of rapid globalization and technological advancement. It is a continuous, lifelong process that enhances individual capacity and supports adaptation to the demands of modern society. Accordingly, this paper analyzes and compares policies promoting lifelong learning in South Korea, Japan, and Vietnam, thereby drawing key implications for Vietnam. The findings indicate that: South Korea stands out with its Lifelong Education Act, the National Training Card system, and various digital-skills training policies; Japan fosters a learning society through the Lifelong Learning Act and human resource development strategies, with particular attention to older workers; and Vietnam has issued numerous directives, resolutions, and initiatives to develop a learning society, notably through workplace-based learning units aligned with digital transformation and the development of learning citizens. The comparative analysis across the three countries also suggests avenues for further research on lifelong learning within the ASEAN context, where nations are facing similar demands for human-resource development and regional integration.

Thiết kế bài toán thực tiễn trong dạy học nội dung “Tính chất ba đường trung trực của tam giác” (Toán 7) theo lí thuyết giáo dục toán học gắn với thực tiễn (RME)

Nguyễn Ái Quốc, Võ Thị Tú Quỳnh, Lê Thị Ngọc Mai — Fri, 20 Mar 2026 00:00:00 +0700

The Theory of Realistic Mathematics Education (RME) was born in the Netherlands based on Freudenthal's two core views: mathematics is closely linked to practice and mathematics is a human activity. Accordingly, the RME Theory is consistent with the view of the 2018 General Education Program in Mathematics, which is to create a connection between mathematics and practice. The study proposes a process for designing practical problems in teaching the content “Properties of three perpendicular bisectors of a triangle” (Math 7) according to the RME theory and illustrates this process through designing a specific practical problem. The experimental results of teaching and solving the designed practical problem show that the design process is reasonable and feasible in teaching. The methods used in the study are theoretical research and experimental research to clarify the concept of RME theory, principles, process of designing practical problems and organizing experiments.

Quy trình thiết kế hoạt động dạy học nội dung “Hệ bất phương trình bậc nhất hai ẩn” (Toán 10) theo mô hình lớp học đảo ngược

Fri, 20 Mar 2026 00:00:00 +0700

In the context of innovating mathematics teaching methods to promote student engagement and initiative, the flipped classroom model is considered a suitable approach at the high school level. This study applies Talbert's flipped classroom design model to develop a mathematics teaching process based on the flipped classroom model and illustrates this process in teaching the content of “Systems of linear inequalities with two variables” (Mathematics 10). The flipped classroom model can enhance learning effectiveness when students complete all pre-lesson tasks and actively participate in classroom activities; conversely, effectiveness may be limited if students lack preparation or cooperation during the learning process. Therefore, teachers need to regularly monitor and evaluate students' preparation and participation in learning, thereby adjusting the content, methods, and forms of teaching to suit practical conditions.

Thiết kế bài tập trong dạy học học phần “Xác suất - thống kê y học” nhằm bồi dưỡng năng lực mô hình hóa toán học cho sinh viên ngành Y khoa Trường Đại học Y - Dược, Đại học Huế

Nguyễn Thị Hồng Nga, Nguyễn Thị Tân An, Hoàng Minh Vũ — Fri, 20 Mar 2026 00:00:00 +0700

For medical students, mathematical modeling ability helps them identify, represent and solve professional problems using mathematical methods. The study proposes a process of designing exercises in teaching the subject of Medical Statistics and Probability to foster mathematical modeling ability for medical students. The process is illustrated through the design of exercises with the content of “Verification” associated with the nutritional context. Pedagogical experiments were conducted with medical students, University of Medicine and Pharmacy, Hue University to evaluate the suitability of the designed exercises and the opportunity to foster mathematical modeling ability for students. The research results show that choosing highly practical exercises, suitable for the medical field and the cognitive level of the learner is important in fostering mathematical modeling ability for medical students.

Vận dụng phương pháp dạy học theo dự án nhằm phát triển năng lực hợp tác giải quyết vấn đề cho sinh viên khối ngành kĩ thuật trong học phần “Toán cao cấp”

Lê Bá Phương — Fri, 20 Mar 2026 00:00:00 +0700

In the context of competency-based higher education, innovating teaching methods to foster engineering students’ collaborative problem-solving competence has become an essential requirement. However, the Advanced Mathematics course still primarily focuses on knowledge transmission, providing limited opportunities for students to apply concepts in practice or develop cooperative skills. This study proposes a framework for applying the project-based learning (PBL) approach in the Advanced Mathematics course to enhance engineering students’ collaborative problem-solving competence. Based on theoretical foundations and illustrative examples, the expected results indicate that PBL enables students to connect theory with practice while simultaneously developing collaboration skills and group problemsolving abilities. The study contributes to affirming the feasibility of applying PBL in Advanced Mathematics instruction and suggests directions for future research on quantitatively assessing collaborative problem-solving competence in engineering education.

Công nghệ low-code/no-code tạo chatbot thông minh: một hướng tiếp cận nâng cao năng lực trí tuệ nhân tạo cho giáo viên tiểu học

Hoàng Thị Mai — Fri, 20 Mar 2026 00:00:00 +0700

Digital transformation in education requires the integration of Artificial Intelligence (AI) technology; however, primary school teachers often lack programming skills. Low-code/no-code (LCNC) technology has opened opportunities for teachers to create chatbots that support teaching without requiring specialized programming knowledge. This study proposes a process for creating intelligent chatbots based on LCNC platforms for primary school teachers in Vietnam. Drawing upon the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) and Agile software development philosophy, this paper presents a five-step process: (1) identifying objectives, scope, and constructing chatbot personas; (2) preparing knowledge data sources and selecting AI chatbot creation platforms; (3) designing and configuring; (4) testing and refinement; (5) deployment and evaluation. The paper provides detailed guidance and concrete applications of AI chatbots using Google Gemini for primary school sexuality education. The paper concludes that LCNC technology is not only feasible but sustainable, helping enhance Artificial Intelligence capabilities for primary school teachers in Vietnam.

Thực trạng phát triển chuyên môn của giáo viên ở cơ sở giáo dục mầm non ngoài công lập tại Thành phố Hải Phòng

Fri, 20 Mar 2026 00:00:00 +0700

Early childhood teachers of non-public educational institutions increasingly account for a larger proportion in early childhood education. Professional development for non-public educational institutions teachers will contribute to improving the quality of early childhood education. This article uses quantitative research methods, collecting information through questionnaires on 166 teachers to discover the current status of professional development of non-public early childhood teachers in Hai Phong city. The survey results focus on issues: (1) the rate of early childhood teachers receiving support when they first enter the profession; (2) the current status of professional development of early childhood teachers in the last 12 months; (3) barriers that teachers encounter when participating in professional development activities. These research results provide practical information for educational management agencies in developing professional development programs for early childhood teachers in general and non-public early childhood teachers in particular.

Một số rào cản ảnh hưởng đến học tập trực tuyến của sinh viên sư phạm: nghiên cứu tại Đại học Cần Thơ

Đoàn Thị Kiều My, Đỗ Ngọc Thanh Thuý, Lại Đặng Hoài Trâm, Trần Lương — Fri, 20 Mar 2026 00:00:00 +0700

In the context of a strong transition of higher education to a digital environment, identifying barriers affecting online learning of pedagogical students becomes necessary to ensure training quality. This article aims to identify barriers affecting online learning of 470 pedagogical students at Can Tho University. Data were collected using a 5-point Likert questionnaire and processed using SPSS 26.0 through descriptive statistics, Cronbach’s Alpha, T-test and ANOVA. The results show that the general level of barriers is at a moderate level, in which learning environment barriers and imbalance between online and face-to-face learning have the greatest impact. These barriers strongly impact academic interaction and equality. In addition, gender and major have a statistically significant impact on online learning outcomes, while online learning experience does not make a significant difference. The results contribute to clarifying the characteristics of barriers in online learning of Vietnamese pedagogical students today.