Tạp chí Giáo dục

Tài nguyên giáo dục mở (OER) ở các nước đang phát triển từ 2008-2023: Phân tích thư mục từ cơ sở dữ liệu Scopus

Vũ Thị Hồng Vân — Wed, 20 Aug 2025 00:00:00 +0000

Open Educational Resources (OER) have played an important role in responding to the COVID-19 pandemic, and more broadly in the context of online education gaining traction. In developing countries, the application of OER has become more urgent in response to the demand for expanded access to education. However, to date, there is still a lack of a systematic overview of research related to OER in this context. To fill this knowledge gap, the current study applies the bibliometric method to extensively analyze the research works on OER based in developing countries. The research results have identified the knowledge structure, prominent research topics, as well as the collaborative network among researchers in this field. This study contributes to building a solid knowledge foundation for further research while suggesting many new research directions in the future.

Đề xuất khung năng lực số cho sinh viên ngành Giáo dục mầm non

Vũ Thị Mai Hường, Nguyễn Quỳnh Anh — Wed, 20 Aug 2025 00:00:00 +0000

The accelerating digital transformation in education underscores the essential need to equip early childhood education students with digital competence in order to improve training quality and enhance their career readiness. This article reviews relevant theoretical foundations and analyzes both local and international digital competency frameworks, emphasizing the relationship between digital competence and professional skills in early childhood education. Drawing upon the learner-focused Digital Competency Framework outlined in Circular No. 02/2025/TT-BGDĐT issued by the Ministry of Education and Training of Vietnam, the authors propose a digital competency framework consisting of six domains and 26 component competencies, specifically tailored to the unique characteristics of early childhood education majors. The proposed framework serves as a reference for curriculum development and a strategic tool to support professional growth in modern educational environments.

Đo lường các yếu tố ảnh hưởng đến việc tham gia các hoạt động phát triển chuyên môn của giáo viên Khoa học tự nhiên ở Việt Nam: Xây dựng và kiểm định thang đo

Vũ Cẩm Tú, Nguyễn Tiến Trung, Đinh Việt Hùng — Wed, 20 Aug 2025 00:00:00 +0000

Given the significance of professional development for lower secondary science teachers, identifying the factors influencing their participation in such activities tailored to the Vietnamese educational context is necessary. This study aims to develop and validate a questionnaire as a scale to evaluate the factors influencing science teachers’ decisions to engage in professional development. A mixed-method approach, combining both qualitative and quantitative methods, was employed to construct the measurement scale. The questionnaire items were initially generated through a comprehensive literature review and then refined via focus group discussions. To ensure the reliability and validity of the scale, data were collected from 404 science teachers with previous experience in professional development activities. After Exploratory Factor Analysis (EFA) had revealed eight factor groups, confirmatory Factor Analysis (CFA) was subsequently conducted to validate the factor structure. The questionnaire consisting of 55 observed variables would be used to enhance the understanding of the challenges faced by teachers when participating in professional development activities.

Rèn kĩ năng thực hiện bài tập đánh giá năng lực đọc hiểu văn bản cho học sinh trung học

Phạm Thị Thu Hương — Wed, 20 Aug 2025 00:00:00 +0000

Guiding students to effectively complete reading comprehension competency-based exercises, in order to meet the requirements of the contemporary 2018 General Education Curriculum for Language Arts, poses a challenge for teachers. Stemming from the education practice, this paper utilizes theoretical research methods to analyze, compare, and synthesize relevant literature concerning the research problem. The research findings clarify the concepts of exercises and reading comprehension competency based exercises, including their characteristics and classification. These serve as the necessary theoretical bases to propose methods for training students the skills required to handle competency-based exercises at different levels, from recognition, understanding to application.

Khám phá các yếu tố ảnh hưởng đến năng lực toán học của học sinh Việt Nam qua dữ liệu PISA 2022: Phương pháp học máy và giải thích bổ sung theo giá trị SHapley

Wed, 20 Aug 2025 00:00:00 +0000

Mathematical competency is crucial in the 21st century. This study utilizes machine learning (ML) and SHAP (SHapley Additive exPlanations) to analyze PISA 2022 data, aiming to understand the factors influencing Vietnamese students’ mathematical competence. It is found that XGBoost has emerged as the optimal predictive model. Self-efficacy in mathematics, the number of math teachers at school, and career orientation are identified as key positive factors. Conversely, frequent exposure to math exercises, excessive physical activity, and math anxiety negatively impact performance. Noticeably, the influence of these factors varies among individuals. This study demonstrates the effectiveness of ML and SHAP in analyzing large scale educational data. The findings highlight the importance of math teacher professional development, career guidance support, and fostering students’ self-confidence in mathematics. Personalized learning emerges as a promising approach. Future research should expand the data scope, consider models suitable for multilevel data, and focus on causal analysis.

Vận dụng mô hình dạy học kết hợp vào dạy học chủ đề “Dãy số, cấp số cộng, cấp số nhân” (Toán 11) nhằm bồi dưỡng năng lực tự học cho học sinh

Lâm Mai Thi, Bùi Phương Uyên, Phan Trọng Hải — Wed, 20 Aug 2025 00:00:00 +0000

In the context of digital transformation in education, blended learning (B Learning) has emerged as an optimal model that effectively integrates face to-face instruction with online learning. This study focuses on the B-Learning model and self-study competency, and proposes a B-Learning-based instructional process for the topic “Sequences, Arithmetic and Geometric Progressions” (Grade 11 Mathematics) with the aim of fostering students' self-study capacity. The findings indicate that applying the B-Learning model contributes to the development of students' self-study competency. The study holds high practical significance, supporting the enhancement of self-directed learning - a crucial skill in modern educational curricula.

Rèn luyện nghiệp vụ sư phạm về sử dụng một số hình thức tổ chức hoạt động trải nghiệm theo phương thức thể nghiệm, tương tác trong môn Toán cho sinh viên ngành Giáo dục tiểu học

Lê Thị Hồng Chi, Phan Thị Tình — Wed, 20 Aug 2025 00:00:00 +0000

Practical and experiential activities are a core component of the primary school Mathematics curriculum, aiming to consolidate and connect knowledge with real-life contexts. The experiential learning process in Mathematics requires a high level of interaction, communication, and idea exploration among students. Therefore, equipping pre-service primary teachers with the competence to organize such activities is essential during their training. This paper identifies key issues related to the content and implementation of pedagogical training for organizing experiential Mathematics activities through interactive and exploratory approaches for pre-service primary teachers at teacher training institutions. The findings provide a basis for designing pedagogical training modules aligned with the new curriculum requirements and suggest directions for future research on the practical effectiveness of these training models in teacher education.

Dạy học chủ đề “Nhuộm áo chàm” (Vật lí 11) theo mô hình STEM gắn với bối cảnh xã hội (STEMS)

Đỗ Hương Trà, Nguyễn Quang Linh, Trần Thị Thu Huệ — Wed, 20 Aug 2025 00:00:00 +0000

STEM education has become an effective and popular teaching approach in many countries with the aim of helping students solve practical problems based on knowledge of science, technology, engineering and mathematics. The STEMS model - combining STEM with the social context, not only aims to develop scientific capacity but also raise awareness of social responsibility and preserve cultural values for learners. This study develops a teaching process according to the STEMS model and illustrates this process in teaching the topic “Indigo dyeing” (Physics 11) to help students solve practical problems related to local culture and environment. The teaching activities were designed with the integration of scientific theory and practice, creating opportunities for students to develop scientific capacity and understand the value of traditional occupations. The application of the STEMS model aims to help students not only consolidate scientific knowledge but also raise awareness of environmental protection and preservation of local cultural heritage; create a vibrant learning environment and connect students with the community.

Dạy học khám phá trong môn Khoa học tự nhiên để phát triển năng lực tìm hiểu tự nhiên cho học sinh trung học cơ sở

Wed, 20 Aug 2025 00:00:00 +0000

The competency to explore nature is one of three specific competencies to be formed and developed for students in teaching the Natural Sciences subject. This article proposes a classification framework and instructional guidelines for developing scientific inquiry competence in the science subjects, aligned with Vietnam’s 2018 General Education Curriculum. The framework was developed based on a synthesis of IBL theories, analysis of international curricula, and outcomes from an expert consensus procedure. The study identifies five core types of inquiry-based activities: (1) (formation of) basic skills; (2) observation and exploration; (3) secondary research; (4) experimentation; and (5) product development. These types are structured into a hierarchical model that reflects the vertical progression of students’ scientific inquiry competence. In addition, the article introduces a pedagogical guidance matrix using an open–close continuum for each competence indicator, clarifying the roles of teachers and students at various stages of inquiry. The proposed theoretical framework offers a foundation for lesson design, curriculum and assessment tools development in science education.

Đề xuất mô hình đồng sáng tạo cùng AI và vận dụng trong thiết kế hoạt động dạy học: Nghiên cứu trường hợp dạy học lập trình với sự hỗ trợ của Chatbot AI cho sinh viên đại học

Phạm Kim Chung, Lê Chí Nguyện, Hoàng Bảo Long — Wed, 20 Aug 2025 00:00:00 +0000

In the context of artificial intelligence (AI) being increasingly widely applied in education, this study focuses on proposing and testing a teaching model of programming integrated with AI Chatbot in the direction of co-creation to promote students' initiative, critical thinking and creativity. The article uses a case study method combined with a student survey according to the TAM model (Davis, 1989) and SRL (Zimmerman, 2000), and open interviews to assess the effectiveness, initiative and satisfaction of students in the learning process with AI Chatbot. The results show that the co-creation model with artificial intelligence has a positive impact on improving students' programming ability, critical thinking and interest in learning. This study is considered a useful document in designing teaching activities integrating artificial intelligence in the direction of co-creation, developing digital capacity and creative thinking for students in higher education.

Nhu cầu sử dụng mạng xã hội của sinh viên: Nghiên cứu tại Trường Đại học Quy Nhơn

Phạm Thị Hồng Phú, Ngô Thị Phương Trà, Nhữ Thị Anh — Wed, 20 Aug 2025 00:00:00 +0000

In the context of social networks increasingly influencing students' lives, orienting the need to use this platform to a positive direction is becoming an urgent requirement. The study focuses on surveying the need to use social networks among Quy Nhon University students, aiming to guide the exploitation of this platform to effectively serve learning and research. Data were collected through a questionnaire survey with 650 students and in-depth interviews with some typical subjects. The results show that students mainly use social networks for communication and entertainment; while learning needs are not effectively exploited. The findings from the study are the basis for proposing a number of solutions to raise awareness and direct students to use social networks positively, contributing to the development of learning skills and personal capacity in the digital age.