Tạp chí Giáo dục

Phát triển năng lực cho giáo viên mầm non trong thiết kế hoạt động giao tiếp tiếng Anh cho trẻ trong bối cảnh chuyển đổi số tại Thành phố Hà Nội: Thực trạng và đề xuất biện pháp

Đặng Thu Trang — Wed, 05 Aug 2026 00:00:00 +0700

In the context of digital transformation, preschool teachers need to develop the capacity to design English communication activities that are appropriate for young learners and provide children with opportunities to use English actively. This study aims to investigate the frequency with which preschool teachers organize English communication activities and the difficulties they encounter when designing these activities. The results show that teachers frequently use songs and chants, question-and-answer activities, TPR/physical activities, and language games, while role-play and technology-supported interactive activities are used less frequently. The major difficulties include designing activities that accommodate differences in children’s English proficiency, creating opportunities for children to actively use English, developing natural communicative situations, and integrating technology into activities. The findings suggest that the focus should shift from simply using familiar English activities to developing teachers’ capacity to design communicative activities. Teacher professional development should integrate linguistic, pedagogical, creative, and digital competencies. Technology and AI should be used as tools to support teachers in designing and innovating activities, rather than replacing direct interaction between teachers and children.

Đề xuất khung đổi mới phương pháp dạy học có tích hợp trí tuệ nhân tạo nhằm hỗ trợ phát triển năng lực sáng tạo cho sinh viên ngành Giáo dục mầm non

Hoàng Thị Nguyệt Nga — Wed, 05 Aug 2026 00:00:00 +0700

Generative artificial intelligence offers new possibilities for supporting students in developing ideas and refining learning products, while also raising requirements for information verification and responsible use. This article proposes a framework for integrating artificial intelligence with teaching methods to support the development of creative competence among Preschool Education students. The study adopts a qualitative approach, analysing 16 scholarly and policy documents published between 2013 and 2025, with teaching experience used for reference and illustration. The analysis identifies five manifestations of creative competence, which provide the basis for developing five orientations for artificial intelligence integration and a six-step teaching process. The process is illustrated through three professional tasks in which artificial intelligence supports idea development, while students directly verify information, select and test alternatives, and refine their products. The findings provide a basis for lecturers to design tasks, organize learning activities, and assess artificial intelligence-supported learning in ways that foster creative competence and professional responsibility among Preschool Education students.

Phát triển năng lực lãnh đạo sáng tạo của hiệu trưởng trường mầm non trong bối cảnh chuyển đổi số và đổi mới chương trình giáo dục

Hoàng Thị Lan, Ngô Thị Trang — Wed, 05 Aug 2026 00:00:00 +0700

Amid the profound impact of digital transformation on early childhood education (ECE) and the ongoing reform of the Early Childhood Education Curriculum toward competency development and child-centered approaches, this study aims to propose a preliminary conceptual framework for the creative leadership competencies of preschool principals. The study employs a narrative review (desk research), drawing on legal and policy documents, published theoretical models of leadership, and Vietnamese studies conducted between 2024 and 2026 on digital transformation and the professional development of ECE management personnel. Based on this review, a preliminary conceptual framework comprising five components of creative leadership competency is proposed: (1) strategic thinking and adaptability in a changing environment; (2) digital mindset and the ability to lead digital transformation; (3) the ability to generate and nurture innovative ideas; (4) inspirational communication and influence-building; and (5) the ability to balance innovation with professional ethics and compliance with professional regulations. As a theoretical proposal derived from a literature review, the framework requires further validation through expert appraisal and large-scale empirical surveys before its components and their discriminant validity can be established.

Thiết kế học liệu văn hóa số từ đồng dao Việt Nam và tiềm năng phát triển năng lực sáng tạo cho giáo viên mầm non

Lê Hoàng Huệ Hương — Wed, 05 Aug 2026 00:00:00 +0700

In the context of digital transformation in education, drawing on traditional cultural materials to develop digital learning resources places new demands on preschool teachers’ creative competence. This article proposes a conceptual framework and design process for developing digital cultural learning resources from Vietnamese folk rhymes as a professional context in which preschool teachers can mobilise creative competence. A focused narrative review was conducted, combining analysis, comparison, and synthesis of 26 scholarly and policy sources on teacher creativity, early-childhood digital competence, digital learning resources, culturally grounded education, and folk rhymes. The synthesis identifies five manifestations of creative competence in resource design, clarifies the working concept of digital cultural learning resources, and proposes six design principles and a six-step process from rhyme selection to evaluation and refinement. The process is illustrated through a conceptual design based on the folk rhyme “Gánh gánh gồng gồng” for older preschool children. Because the study is theoretical and the illustration has not been empirically tested, the framework should be interpreted as a proposal requiring expert validation and classroom-based evaluation.

Đề xuất khung năng lực số cho giáo viên mầm non đáp ứng yêu cầu đổi mới giáo dục

Bùi Thị Hồng Hạnh, Vũ Thị Hạnh Nguyên, Hán Thị Thu Trang — Wed, 05 Aug 2026 00:00:00 +0700

In the context of digital transformation and educational innovation, developing digital competence has become a fundamental requirement for teachers, particularly early childhood educators. Although previous studies have clarified the concepts, dimensions, and frameworks of digital competence, including DigComp, DigCompEdu, the UNESCO ICT Competency Framework for Teachers, and the UNESCO AI Competency Framework for Teachers, a digital competence framework tailored to the professional characteristics of early childhood teachers and the context of educational innovation in Vietnam remains lacking. This study employed document analysis, synthesis, systematization, and comparative analysis of national and international literature to propose a digital competence framework for early childhood teachers. Building upon internationally recognized digital competence frameworks and relevant studies conducted in Vietnam, the study proposes a digital competence framework for early childhood teachers comprising six domains: (1) digital awareness and mindset; (2) the use and integration of digital technologies, including artificial intelligence, in early childhood care and education; (3) educational data management and utilization; (4) digital communication and collaboration;
(5) digital safety and ethics; and (6) professional development and lifelong learning in digital environments. The proposed framework enriches the theoretical foundation of digital competence for early childhood teachers and provides a scientific basis for developing professional standards, designing professional development programs, and assessing teachers’ digital competence to meet the demands of educational innovation and digital transformation. It also serves as a foundation for future empirical studies to validate and refine the framework in the context of Vietnamese early childhood education.

Quy trình giáo dục văn hóa truyền thống cho trẻ mẫu giáo lớn thông qua dự án STEAM

Lưu Thị Nam, Trương Thị Minh Phượng — Wed, 05 Aug 2026 00:00:00 +0700

In the context of global integration and digital transformation, traditional culture education for preschool children requires approaches tailored to their cognitive characteristics and their desire for exploration and hands-on experience. This study aims to develop a framework for teaching traditional culture to older preschool children (aged 5-6) through STEAM projects. The proposed framework comprises three stages - project initiation, implementation, and conclusion - integrating traditional cultural content with science, technology, engineering, arts, and mathematics. The framework is illustrated through the “I Love Hanoi” project, which offers children opportunities to explore familiar cultural elements, engage in experiential activities, generate ideas, and design and create STEAM products. This approach seeks to foster an environment where children actively explore traditional culture while applying STEAM knowledge and skills to complete tasks. Project implementation should emphasize the teacher’s role in facilitating and supporting learning, leverage local cultural resources, and provide opportunities for children to participate in ways suited to their abilities. Assessment should focus on the processes of participation, collaboration, problem-solving, and creativity, as well as the children’s cognitive and emotional responses to traditional cultural values, rather than merely the final product.

Bài báo Phát triển năng lực sáng tạo của giáo viên mầm non thông qua thiết kế hoạt động STEAM tích hợp tiếng Anh với sự hỗ trợ của trí tuệ nhân tạo

Đặng Thu Trang, Trần Thị Bảo Ngọc, Nguyễn Thanh Bảo Uyên — Wed, 05 Aug 2026 00:00:00 +0700

In the context of digital transformation and educational innovation in early childhood education, developing teachers’ creativity through the design of STEAM activities integrated with English is increasingly important. Artificial intelligence (AI) offers new opportunities to support teachers in generating ideas, designing, and improving educational activities. This study employs literature analysis, synthesis, and theoretical research to establish a theoretical foundation and propose a design process. The study proposes a framework of early childhood teachers’ creative competence in designing STEAM activities integrated with English with AI support, together with a seven-step design process, ranging from problem identification and idea generation to activity design, experimentation, reflection, and improvement. The findings contribute to the theoretical foundation and provide practical directions for developing early childhood teachers’ creativity, AI competence, and competence to design STEAM activities integrated with English. Further research should empirically examine the proposed framework and process in the context of Vietnamese early childhood education.

Đề xuất khung ODERM và triển khai ban đầu trong xây dựng kho học liệu mở bằng Google Sites: Nghiên cứu trường hợp tại Trường Cao đẳng Sư phạm Trung ương

Nguyễn Thanh Thủy, Nguyễn Danh Hưng — Wed, 05 Aug 2026 00:00:00 +0700

Open Educational Resources (OER) require attention to the rights to use, adapt, share, and maintain resources when developing an educational resource repository. This study proposes the ODERM framework, comprising five components - Open, Develop, Evaluate, Reuse, and Manage - and reports its initial implementation in the course “Open Educational Resource Repository Development.” A case study design was employed with 54 second-year Early Childhood Education-Information Technology students at the National College for Education. After eight sessions, all 54 students completed and published their products on Google Sites. The most common topics were Language Development (44.4%), Science Exploration (27.8%), and Mathematics Familiarization (14.8%). The findings indicate that ODERM can be translated into a sequence of interconnected tasks encompassing resource selection, development, review, organization, and sharing within a course. The ODERM framework provides a reference structure for developing open educational resource repositories in teacher education and requires further validation through subsequent implementations.

Quy trình xây dựng bộ công cụ đánh giá năng lực nghe hiểu lời nói và năng lực sử dụng lời nói của trẻ 12–36 tháng tuổi

Nguyễn Thị Bích Thủy — Wed, 05 Aug 2026 00:00:00 +0700

Assessing speech comprehension and speech production competencies is crucial for monitoring the language development of children aged 12-36 months and for helping teachers design appropriate educational activities. However, existing tools do not fully meet the requirements for assessing these two abilities in this age group in Vietnam. This study outlines the development process for an assessment toolkit covering speech comprehension and speech production in children aged 12-36 months. The process involved defining objectives and measurable indicators, developing assessment items, soliciting expert opinions, conducting pilot and field tests, and analyzing reliability and validity to refine and finalize the toolkit. The toolkit comprises 24 items for assessing speech comprehension and 24 items for assessing speech production, distributed across eight age stages at three-month intervals. Empirical results indicate that the toolkit items meet reliability and validity standards, making them suitable for assessing speech comprehension and production in children aged 12-36 months. Developed through a process combining theoretical foundations, expert input, and empirical data, the toolkit serves as a valuable resource for assessing language development in this age group. Nevertheless, assessment results should be used in conjunction with direct observation and other relevant information about the child; further implementation across a wider range of locations is necessary to validate and refine the toolkit.

Phát triển đội ngũ giáo viên mầm non theo tiếp cận năng lực đáp ứng yêu cầu chuyển đổi số trong giáo dục: Một số vấn đề lí luận và đề xuất định hướng

Nguyễn Thị Thanh — Wed, 05 Aug 2026 00:00:00 +0700

Digital transformation in education has placed new requirements on the early childhood education teacher workforce, not only in terms of technology application competencies but also in their ability to adapt and innovate approaches to child care, nurturing, and education in digital environments. Developing early childhood education teachers through a competency-based approach is an important orientation to ensure alignment among professional requirements, technological development, and the goal of improving the quality of early childhood education. This study employs a theoretical research approach through the analysis, synthesis, and systematization of scientific literature and policy documents related to teacher workforce development, competency-based approaches, and digital transformation in education, aiming to clarify the theoretical foundations for developing early childhood education teachers in the current context. The findings focus on analyzing new requirements for early childhood education teacher development under the impact of digital transformation and clarifying the role of a competency-based approach in guiding teachers’ professional development activities. Based on theoretical analysis, the study proposes several orientations for developing early childhood education teachers through a competency-based approach, emphasizing the establishment of a continuous professional development environment, strengthening support for technology integration, and promoting teachers’ self-directed learning and capacity for innovation. This is a theoretical study; therefore, the proposed orientations require further validation through empirical research in early childhood education settings.

Khung AI-MSC lập hồ sơ sáng tạo của sinh viên ngành Giáo dục mầm non: Đề xuất và kiểm thử trên dữ liệu mô phỏng

Phan Minh Hải, Trần Nguyên Hương, Nguyễn Văn Duy — Wed, 05 Aug 2026 00:00:00 +0700

In the current context of digital transformation, assessing student creativity requires leveraging multiple sources of learning evidence rather than relying solely on grades or point-in-time assessments. This study proposes the AI-MSC (Artificial Intelligence for Measuring Student Creativity) framework to profile the creativity of Early Childhood Education students using multi-source learning data analysis and unsupervised machine learning. The framework integrates six data categories comprising 30 features, utilizing the K-Means clustering algorithm (an unsupervised learning method) and a Creativity Index (CI) to facilitate result interpretation. Two independent simulated data scenarios - each containing 360 profiles - were used to test the process’s feasibility, reproducibility, and stability. In Scenario A, AI-MSC successfully recovered a pre-established three-group structure; K = 3 was consistently selected, and clustering results remained stable across initializations. In Scenario B, which featured a continuous data structure, K = 2 was only marginally preferred over K = 3, and the optimal number of clusters shifted when the weights of the assessment metrics were adjusted. The findings indicate that while AI-MSC is a feasible analytical framework for helping educators identify and interpret student profiles, it is not yet a validated tool for measuring creative competence. Further research is required to validate the framework using real student data and to assess the measurement validity of the feature system.

Năng lực phát triển chương trình giáo dục nhà trường của giáo viên mầm non trong bối cảnh đổi mới chương trình giáo dục: Thực trạng và những vấn đề đặt ra

Nguyễn Thị Thành, Trịnh Thị Xim, Lê Thị Thu, Nguyễn Thị Mỹ Hạnh — Wed, 05 Aug 2026 00:00:00 +0700

Curriculum reform in early childhood education requires preschool teachers to move beyond the implementation of predetermined educational plans and take a more active role in school-based curriculum development. This study examines the curriculum development competence of preschool teachers through the practical activities they carry out. Data were drawn from a survey of 518 preschool teachers from 18 early childhood education institutions in Hanoi, Phu Tho, and Da Nang, Vietnam. The findings show that teachers reported a high level of readiness for educational innovation and were particularly positive about mobilizing family and community resources. However, self-reported practices were uneven across different aspects of curriculum development. Teachers reported greater confidence in familiar educational practices, whereas lower ratings were found for pedagogical documentation, observation and assessment during activities, and the use of evaluation evidence to inform curriculum adjustment. Teachers also reported constraints related to workload, access to specialized materials, professional development opportunities, and professional support. The findings suggest that strengthening preschool teachers’ curriculum development competence requires more than increasing their participation in curriculum-related tasks; it requires practice-based professional learning and organizational conditions that enable teachers to make, examine, and revise curriculum decisions in response to children and local contexts.

Ứng dụng trí tuệ nhân tạo trong thiết kế ebook tương tác: Đề xuất và thử nghiệm ban đầu khung AI-IE trong đào tạo giáo viên mầm non tại Trường Cao đẳng Sư phạm Trung ương

Nguyễn Thanh Thủy, Phạm Trung Dũng — Wed, 05 Aug 2026 00:00:00 +0700

The development of GenAI (Generative Artificial Intelligence) has expanded opportunities for designing digital learning materials; however, its application in early childhood education requires alignment among educational objectives, age-appropriate characteristics, multimedia design, and responsible AI use. This study proposes the AI-IE Framework (Artificial Intelligence - Interactive Ebook Framework), comprising six stages - Analyze, Imagine, Create, Voice, Integrate, and Evaluate - and reports its initial implementation in the Developing an Electronic Learning Resource Repository course with 54 second-year students majoring in Early Childhood Education-Information Technology at the National College for Education. Data consisted of 54 interactive ebooks and the instructor’s implementation logs. The results showed that all 54 students completed ebooks across seven topic areas; all products included images and interactive elements, as well as at least one audio, video, or QR-code component. The implementation logs documented tasks corresponding to the six AI-IE stages, from storyboard development and learning-material creation and revision to multimedia integration and product completion. The AI-IE Framework provides a structured process for organizing GenAI-assisted interactive ebook design, in which educational objectives guide technology selection and designers retain oversight of the final product. These initial findings provide a basis for further refinement and validation of the framework in early childhood teacher education.

Sức khỏe tâm thần và năng lực sáng tạo của giáo viên mầm non trong bối cảnh chuyển đổi số và đổi mới giáo dục: Một nghiên cứu tổng quan tài liệu

Nguyễn Thị Thoan, Nguyễn Thị Hồng Vân — Wed, 05 Aug 2026 00:00:00 +0700

In the context of rapid digital transformation and educational innovation, preschool teachers are required to adapt to swift changes in technology, pedagogical methods, and educational environments. These demands can impact their mental health, motivation for innovation, and creative capacity. This study utilizes an integrative literature review approach, systematically screening reputable academic databases to select 17 key articles for thematic analysis on the theoretical foundations and the relationship between mental health and creative capacity. Mental health plays a potentially vital role in developing the creative capacity of preschool teachers. This relationship can be manifested through mechanisms such as emotion regulation, cognitive flexibility, and psychological resilience. The findings suggest the necessity of considering mental health as a crucial resource for the creative and professional development of preschool teachers. It is essential to cultivate a positive working environment, enhance psychological support, and foster digital competence alongside psychological resilience. Future research should empirically verify this relationship and evaluate the effectiveness of support models tailored to the context of digital transformation.

Định hướng nâng cao năng lực thích ứng nghề nghiệp cho giáo viên mầm non trong bối cảnh hiện nay

Phương Thị Xuyên, Đinh Thị Lan Hương — Wed, 05 Aug 2026 00:00:00 +0700

Amidst educational reform, digital transformation, and the rapid advancement of artificial intelligence, the professional roles of preschool teachers are increasingly subject to new, diverse, and unpredictable demands, requiring them to proactively adapt and engage in continuous professional development. This study employs a theoretical research approach, combining analysis, comparison, and synthesis of literature regarding preschool teachers’ career adaptability, adaptive performance, and professional development, alongside relevant policy documents. The findings clarify the concepts and characteristics of preschool teachers’ career adaptability and identify the adaptive requirements posed by curriculum reform, digital transformation, and educational realities. Based on these insights, the study proposes four directions for enhancing the career adaptability of preschool teachers. Consequently, career adaptability should be viewed as the interplay between adaptive resources and the capacity to translate those resources into appropriate professional actions. Enhancing this capacity requires action at both the individual and organizational levels, thereby empowering preschool teachers to proactively navigate professional changes and meet the demands of educational reform.

Phát triển năng lực số hỗ trợ sáng tạo nghề nghiệp của giáo viên mầm non trong bối cảnh chuyển đổi số

Trần Nguyên Hương — Wed, 05 Aug 2026 00:00:00 +0700

Digital transformation and artificial intelligence are creating new demands on teachers’ professional competencies. Circular No. 18/2026/TT-BGDĐT provides a reference framework for developing digital competence among early childhood teachers. This study employs document analysis, policy analysis, comparison of digital competence frameworks, and synthesis of relevant studies to examine how digital competence can support professional creativity. The findings indicate that digital competence can support information use, digital content creation, collaboration, problem solving, data use, and responsible application of generative AI. Accordingly, the study proposes the 3C-S model: Standardization - Customization - Conversion - Creativity, in which the Framework serves as the reference standard and 3C-S guides the development and application of competence according to teachers’ needs and professional tasks. The model emphasizes practice, reflection, responsible AI use, and an organizational environment that supports innovation in early childhood education.

Phát triển năng lực sáng tạo nội dung số cho sinh viên ngành Giáo dục mầm non thông qua thực tập sư phạm theo chu trình học tập thích ứng

Trịnh Thị Xim, Nguyễn Thị Phương — Wed, 05 Aug 2026 00:00:00 +0700

In the context of digital transformation in education, the ability to create digital content has become a crucial component of the professional competence of preschool teachers. This study examines the digital content creation competence of pre-service early childhood education teachers and proposes how to apply the adaptive learning cycle in teaching practicum to develop this competence. Data were collected from 2228 students at nine teacher education institutions using a validated situational test (15 items, Cronbach’s α = 0.855). Students’ competence was at a moderate level (M = 2.30/4), and only 34.9% reached Level 3 or above. Practical activities and teaching practicum were rated as the most effective development pathway (M = 2.74/4), and the level of practicum participation was significantly associated with overall competence (F(3, 2224) = 13.49, p < .001, η² = .018). Drawing on adaptive learning theory, the study constructs a six-stage adaptive practicum cycle with a dual adaptation mechanism: mentor teachers adjust pedagogical strategies at the macro level, while students refine their digital products at the micro level based on children’s responses. An illustrative practicum task is provided as a reference for early childhood teacher education institutions.

Giáo viên mầm non trong kỉ nguyên số: Từ năng lực sáng tạo đến năng lực số

Trịnh Văn Tùng — Wed, 05 Aug 2026 00:00:00 +0700

In the context of digital transformation and educational innovation, early childhood teachers are required not only to perform childcare, nurturing, and educational tasks but also to develop creativity competence, utilize technology, and adapt to new educational environments. This study analyzes the theoretical foundations of the relationship between early childhood teachers’ creativity competence and digital competence in the digital era, thereby proposing an integrated competency framework. The study employs a literature review method combined with the analysis and synthesis of studies on creativity competence, digital competence, digital transformation, and teacher professional development. The findings identify two core competency domains: (1) creativity competence, comprising the components of problem identification, idea generation, activity design, flexible adjustment, and practical improvement; and (2) digital competence, including digital information exploitation, digital learning material design, technology application, communication and collaboration, and digital safety assurance. Based on these findings, the study proposes a competency model for early childhood teachers in the digital era, in which digital competence expands creative capacity, while creativity competence guides the purposeful use of technology in education. The findings provide a theoretical foundation for developing training and professional development programs for early childhood teachers to meet the requirements of digital transformation; however, the proposed model requires further validation through empirical studies.

Năng lực sáng tạo của giáo viên mầm non trong bối cảnh quản trị số: Một số vấn đề lí luận và đề xuất

Trương Thị Minh Phượng, Lưu Thị Nam, Hoàng Hải Quỳnh — Wed, 05 Aug 2026 00:00:00 +0700

Preschool teachers’ creative competence may be associated not only with individual resources but also with organizational conditions. This study employed a focused literature review combined with an analysis of policy documents on digital governance, leadership support for innovation, and the innovation environment. The final corpus comprised 11 studies and reports and five policy documents; data on the initial retrieval and screening process were not retained. The theoretical synthesis distinguishes creative competence from innovative behavior and instructional innovation and proposes five relationships for empirical testing: leadership with digital governance and the innovation environment; digital governance with the innovation environment and creative competence; and the innovation environment with creative competence. The proposed model has not yet been empirically tested in Vietnamese preschool education settings. The framework may provide a basis for developing measurement scales and investigating organizational conditions that support preschool teachers’ creative competence. Evidence from other educational levels or studies using different outcome variables is used only as a reference for potential mechanisms; causal interpretations require appropriate data and research designs.

Một số vấn đề lí luận và đề xuất hệ thống phương pháp phát triển năng lực số cho giáo viên mầm non trong bối cảnh chuyển đổi số và đổi mới giáo dục

Vũ Thị Hạnh Nguyên, Hán Thị Thu Trang, Bùi Thị Hồng Hạnh — Wed, 05 Aug 2026 00:00:00 +0700

Digital transformation and educational innovation have created an increasing need to develop early childhood teachers’ digital competence so that digital technologies can be appropriately, safely, and responsibly applied in professional practice. However, there remains a lack of systematic approaches to methods that are responsive to teachers’ characteristics as adult learners and to the specific nature of the early childhood teaching profession. This qualitative study employed document analysis, synthesis, content analysis, and comparative analysis of literature on adult learning, teacher professional development, and digital competence development to establish a theoretical basis for proposing a system of methods. The findings indicate that digital competence development for early childhood teachers should be approached as a continuous process of professional development that builds on teachers’ needs, prior experience, and active participation while remaining closely connected to professional practice. Accordingly, five methods are proposed: (1) task- and professional situation-based learning; (2) experiential learning and guided practice; (3) professional coaching and mentoring; (4) collaborative learning through professional learning communities; and (5) guided self-directed learning combined with professional reflection. The proposed system of methods contributes to shifting the focus from training in isolated technological skills toward digital competence development embedded in professional practice, experiential learning, collaboration, and reflection. The findings provide a reference framework for early childhood education institutions to design appropriate digital competence development activities and suggest directions for empirical research to examine the feasibility and effectiveness of the proposed methods.

Đề xuất nội dung và mô hình bồi dưỡng năng lực số gắn với năng lực ứng dụng trí tuệ nhân tạo cho giảng viên Trường Cao đẳng Sư phạm Trung ương

Trần Nguyên Hương — Wed, 05 Aug 2026 00:00:00 +0700

This study proposes content and a professional development model for integrating digital competence with artificial intelligence (AI) application competence for lecturers at the National College for Education. Based on document analysis and a self-assessment survey of 129 lecturers using 51 criteria across nine competence groups, the study identifies areas for priority development. In addition, 115 lecturers, who were a subset of the 129 respondents and participated in training activities, provided post-training feedback on the proposed content and model. The findings indicate variation in self-assessed competence, with digital content creation and integration, research in digital environments, and AI application identified as priority areas. Drawing on policy documents, international competency frameworks, previous studies, and practical needs, the study proposes six training content areas and a three-level model comprising foundation, development, and advanced levels. Training is organized around professional tasks, practical activities, and output-based products rather than individual digital tools. The post-training feedback indicates a high level of perceived relevance and acceptability of the proposed content and model. However, these responses do not establish changes in competence or causal effects. Further research should examine changes in lecturers’ competence and their application of digital technologies and AI in professional practice.

Nghiên cứu về sáng tạo trong giáo dục mầm non gắn với vai trò giáo viên: Phân tích trắc lượng thư mục từ cơ sở dữ liệu Scopus giai đoạn 2010–2025

Nguyễn Thị Bích Thủy, Phạm Quang Thuận — Wed, 05 Aug 2026 00:00:00 +0700

In the context of the ongoing reform of early childhood education, creativity has garnered increasing attention in research on teachers’ practices and professional development. This study aims to identify development trends and key themes in research on creativity in early childhood education -specifically concerning the teacher’s role - between 2010 and 2025. Drawing on 185 publications from the Scopus database, the study employs a bibliometric analysis combined with keyword co-occurrence network analysis using VOSviewer. The results indicate an upward trend in the number of publications over time, particularly in recent years. Three main thematic clusters were identified: teachers’ perceptions and creative pedagogical practices; educational environments and professional development; and children’s play, imagination, and creativity in relation to the teacher’s pedagogical role. An examination of representative studies reveals that the teacher’s role is approached from multiple dimensions, including perceptions of creativity, the organization of educational activities, the creation of supportive environments, and professional development. The study provides an overview of the field’s thematic structure and development trends, while suggesting avenues for future research on the relationships among perceptions, pedagogical practices, and the development of children’s creativity.

Ứng dụng trí tuệ nhân tạo trong hỗ trợ phát triển năng lực sáng tạo cho sinh viên sư phạm mầm non Trường Cao đẳng Sư phạm Trung ương

Vũ Đức Thông, Trần Thị Minh Huệ, Lê Thị Hiền — Wed, 05 Aug 2026 00:00:00 +0700

In the context of educational reform and the rapid development of generative AI, applying AI in preschool teacher education can support the development of creative competence among preschool education students. This study employed a mixed-methods approach, combining a quantitative survey with an analysis of open-ended responses from 317 students and 35 lecturers at the National College for Education. The findings indicate that AI is perceived as supporting students in generating ideas, designing learning materials, developing lesson plans, and improving learning effectiveness. However, students still face difficulties in prompt-writing skills, information verification, and transforming AI-generated ideas into learning materials appropriate for preschool children. The study clarifies that AI use does not automatically prove the development of creative competence; rather, AI can support this competence when integrated into a pedagogically guided process of idea generation, verification, design, testing, self-evaluation, and product improvement.

Đánh giá của giáo viên mầm non về các yếu tố liên quan đến ứng dụng trí tuệ nhân tạo: Nghiên cứu tại các trường mầm non thực hành thuộc Trường Cao đẳng Sư phạm Trung ương

Đỗ Thị Thanh Loan — Wed, 05 Aug 2026 00:00:00 +0700

Amidst digital transformation and the rapid advancement of artificial intelligence (AI), enhancing the AI application capabilities of preschool teachers has become a priority to support the innovation of childcare and educational practices. This study surveyed 108 teachers from laboratory preschools affiliated with the National College for Education regarding factors influencing their AI application, focusing on four categories:
(1) teacher-related factors; (2) professional training and development; (3) school management and environment; and (4) technology and professional support. The findings indicate that teachers possess a positive mindset and awareness regarding AI's supportive role; however, their confidence in mastering and applying AI was rated lower. Factors such as training content tailored to the specific needs of early childhood education, hands-on training, administrative encouragement, and psychological safety were viewed relatively positively, whereas equipment, Internet access, and—notably—access to paid AI accounts remained limited. The results suggest a need to simultaneously address individual, professional, organizational, and technological factors when supporting preschool teachers in AI application. However, as the data relied primarily on self-assessments and descriptive analysis, the study does not aim to-nor does it provide sufficient grounds to determine the extent of influence or causal relationships between these factors and AI application capabilities.

Nghiên cứu đề xuất mô hình cấu trúc năng lực sáng tạo của giáo viên đáp ứng yêu cầu Chương trình Giáo dục mầm non 2026

Nguyễn Thị Nhung, Nguyễn Thị Hồng Vân — Wed, 05 Aug 2026 00:00:00 +0700

In the context of ongoing reforms in early childhood education guided by the 2026 Early Childhood Education Curriculum, preschool teachers’ creative competence has become increasingly important in responding to changes in educational goals, content, and approaches to organizing educational activities. This study aims to clarify the theoretical foundations of creative competence in preschool teachers’ educational activities, analyze the requirements of the 2026 Early Childhood Education Curriculum concerning this competence, and identify its component competencies. Employing a theoretical research approach involving the analysis, synthesis, systematization, and generalization of relevant literature, the study identifies six essential creative competencies for preschool teachers. The findings provide an initial theoretical model of preschool teachers’ creative competence aligned with the requirements of the new curriculum, thereby contributing to the theoretical basis for designing the content and organizing pre-service and in-service training for preschool teachers. However, as the proposed model is primarily grounded in theoretical analysis, further empirical research in specific early childhood education contexts is needed to examine its relevance, feasibility, and effectiveness before broader implementation.

Mô hình 8-2-1 trong giáo dục di sản văn hóa cho trẻ mầm non: Nghiên cứu trường hợp hành trình “Nhà thám hiểm di sản nhí”

Hoàng Thị Lan, Đỗ Thị Thu Phương — Wed, 05 Aug 2026 00:00:00 +0700

Cultural heritage education for preschool children in Vietnam is often delivered through isolated introductory or experiential activities, whereas children aged 2-6 require a continuous, emotionally engaging learning thread supported by recording tools suited to their pre-literacy stage. This article proposes and analyses the 8-2-1 model within the “Little Heritage Explorers” journey: 08 in-class themes, 02 real-world experiential trips, and 01 culminating showcase day - Little Heritage Day. Drawing on the demo learning material set and the Proposal-Launch for Little Heritage Explorers, the model is described as a journey marked by milestones: children observe - experience - reflect - record, through a heritage passport, learning products, and evidence of family engagement. Building on experiential learning, project-based learning for young children, and pedagogical scaffolding, the article develops an application table for teachers and a child-observation framework to support preschools in implementing heritage education as an observable and shareable learning journey with potential for wider application.

Phát triển năng lực tự học của sinh viên ngành Giáo dục mầm non trong học phần “Phương pháp tổ chức hoạt động tạo hình cho trẻ mầm non” thông qua dạy học theo dự án kết hợp dạy học vi mô

Hoàng Thị Bảo Trang, Chu Anh Sơn, Vương Cẩm Mi — Wed, 05 Aug 2026 00:00:00 +0700

This paper reports an action research study examining changes in the self-study competence of 45 Early Childhood Education students in the course “Methods of Organizing Art Activities for Preschool Children.” The eight-week process comprised two weeks of baseline assessment and six weeks of an integrated intervention combining project-based learning, micro-teaching, a self-study planning matrix, and a rubric supporting self-reflection. Quantitative pre-post data were supplemented by reflective logs and end-of-cycle interviews. The overall mean self-study competence score increased from 2.30 to 3.05 (mean difference = 0.75, p < 0.001), while self-assessment and self-adjustment showed the largest increase (mean difference = 0.90). The preliminary findings indicate a statistically significant improvement in self-study competence after the intervention and suggest the potential of the integrated approach to support planning and reflective self-regulation in this course. Because the study used a single-group pre-post design, the findings are interpreted as evidence of change rather than proof of causal effectiveness.

Thực trạng kết nối toán học trong dạy học các yếu tố giải tích (Toán 12): Kết quả phân tích nhân tố khám phá từ khảo sát giáo viên

Trang Văn Dể, Nguyễn Phú Lộc — Wed, 05 Aug 2026 00:00:00 +0700

In the context of competency-based mathematics education, mathematical connections play an important role in helping students relate and apply mathematical knowledge. This study aims to examine teachers’ perceptions of mathematical connections in teaching Grade 12 calculus topics at upper secondary schools in Can Tho City, Vietnam. Data were collected from 93 mathematics teachers using a questionnaire comprising 13 observed variables measured on a five-point Likert scale. The data were analyzed using descriptive statistics, Cronbach’s Alpha, McDonald’s Omega, and exploratory factor analysis (EFA). The results indicate that teachers have positive perceptions of the role of mathematical connections. The EFA identified three factors: (1) the practice of mathematical connections in teaching Grade 12 calculus topics; (2) perceptions and beliefs about mathematical connections; and (3) difficulties and needs related to developing mathematical connections. The three factors were positively correlated while maintaining discriminant validity, with the strongest correlation observed between teachers’ perceptions and beliefs and their practice of mathematical connections. Despite their positive perceptions, teachers reported difficulties related to instructional materials, the design of teaching situations, and the conditions required to support the development of students’ mathematical connection competency. The findings provide an empirical basis for proposing teacher professional development measures and improving the teaching of Grade 12 calculus in the direction of developing students’ mathematical connection competency.

Đề xuất các giải pháp thúc đẩy thực hành giảng dạy của giáo viên trung học trong ứng dụng công nghệ thông tin trong dạy học môn Toán

Dương Hữu Tòng, Lê Viết Minh Triết, Lư Kim Ngân — Wed, 05 Aug 2026 00:00:00 +0700

In today’s digital education environment, encouraging teachers to use information technology in the classroom helps improve the effectiveness of mathematics teaching. This study proposes solutions to promote secondary school teachers’ use of information technology in mathematics teaching. Based on analyzing and synthesizing results of relevant previous studies, the proposed solutions focus on three main aspects: (1) enhancing the training and development of technological competence for mathematics teachers; (2) enhancing the provision of facilities and technical support for teaching activities with ICTs; and (3) innovating teaching methods and integrating the curriculum. The results of this study can serve as references for relevant future research and professional development program designs to develop the effectiveness of mathematics teachers’ instruction with information technology.

Nhận thức của giảng viên dạy tiếng Anh chuyên ngành: Tổng quan tích hợp và đề xuất khung lí thuyết

Dương Thuý Hường, Hoàng Ngọc Tuệ, Nguyễn Hữu Cương — Wed, 05 Aug 2026 00:00:00 +0700

Teacher cognition has been a major area of research in education and language teaching. However, the cognition and teaching practices of subject-matter lecturers who teach English for Specific Purposes have received limited scholarly attention. This study employs an integrative literature review to synthesize, analyze, and compare studies on teacher cognition, the characteristics of English for Specific Purposes, and subject-matter lecturers teaching English for Specific Purposes. Based on this review, the study proposes an integrated theoretical framework comprising three interrelated components: teacher cognition, the characteristics of English for Specific Purposes, and the professional context of subject-matter lecturers. The framework illustrates the relationships among teachers’ cognitive foundations, the pedagogical demands of discipline-specific language instruction, and lecturers’ professional experiences, providing a basis for examining the development of teacher cognition and its relationship with teaching practice. By integrating three research strands that have largely evolved independently, the proposed framework extends the application of teacher cognition theory to the study of subject-matter lecturers teaching English for Specific Purposes and provides a theoretical foundation for future research and professional development initiatives targeting this group of lecturers.

Tổ chức hoạt động khám phá khoa học và công nghệ phát triển năng lực giải quyết vấn đề cho trẻ mẫu giáo 5–6 tuổi: Một nghiên cứu tổng quan

Đỗ Chiêu Hạnh, Phạm Bích Thủy, Trần Tuyến — Wed, 05 Aug 2026 00:00:00 +0700

Problem-solving competence should be developed from the early years. Science and technology activities allow 5-6-year-old children to observe, ask questions, make predictions, conduct tests, and revise their approaches. This study employed an analytical and synthetic literature review to clarify the foundations for organizing science and technology activities to develop children’s problem-solving competence. The reviewed literature was synthesized into three strands: the organization of science and technology activities, the development of problem-solving competence, and the connection between these two areas in the education of 5-6-year-old children. The findings indicate that activities should involve familiar content, open-ended tasks, appropriate materials, and opportunities for children to identify problems, propose and implement solutions, evaluate outcomes, and revise their approaches. Teachers serve as designers of the learning environment, facilitators of questioning, and providers of appropriate support. The review findings indicate a relationship between the organization of science and technology activities and the development of problem-solving competence in children aged 5-6. Science and technology activities are considered a prominent means of developing this competence in this age group.

Tổ chức học tập trải nghiệm di sản trong dạy học Lịch sử lớp 10: Nghiên cứu thực tiễn tại Trường THCS và THPT Sư phạm - Trường Đại học Sư phạm Hà Nội 2

Chu Ngọc Quỳnh, Trần Bích Hạnh — Wed, 05 Aug 2026 00:00:00 +0700

As general education reforms increasingly emphasize competency and character-based development, History teaching is increasingly expected to strengthen experiential learning activities that connect historical knowledge with real-world contexts. As a key resource for heritage education, cultural heritage offers significant educational potential; however, its use in schools remains limited and insufficiently systematic. This study investigates the potential for organizing experiential learning through cultural heritage in Grade 10 History teaching. An action research design employing mixed methods was adopted, combining surveys, the implementation of learning activities, classroom observation and analysis of students’ learning products. The study involved 139 tenth-grade students at the Experimental Secondary and High School, Hanoi Pedagogical University 2. The findings show that students demonstrate basic awareness of cultural heritage and express considerable interest in experiential learning, although opportunities for participation remain limited. To address this gap, three experiential learning activities were implemented: dramatization of intangible cultural heritage, comic creation based on tangible cultural heritage, and the development of heritage field-trip plans. The implementation results provide initial evidence of students’ active engagement and their ability to interpret and apply historical knowledge through heritage-related learning tasks. These findings suggest that cultural heritage can function not only as a teaching resource but also as a pedagogical space for organizing experiential learning in History teaching.

Các yếu tố chi phối năng lực tự học của sinh viên ngành Giáo dục mầm non trong học phần “Phương pháp tổ chức hoạt động tạo hình cho trẻ mầm non”

Vương Cẩm Mi, Hoàng Thị Bảo Trang, Chu Anh Sơn — Wed, 05 Aug 2026 00:00:00 +0700

This study aimed to identify the factors influencing the self-study competence of Early Childhood Education students within the course “Methods of Organizing Visual Arts Activities for Preschool Children” and to examine the relative contribution of these factors in the regression model. A mixed-methods design was employed, combining a questionnaire survey of 140 students at the National College for Education with supplementary assessments from 10 instructors teaching the course. Data were statistically processed using SPSS 27.0 software, utilizing descriptive statistics, Cronbach’s Alpha reliability testing, and multiple linear regression analysis. The results showed a mean self-study competence score of 2.45 on the five-point scale, revealing a notable gap between students’ positive attitudes and their ability to plan and execute self-study activities. The regression results showed that “instructor teaching methods” (beta = 0.345, p < 0.001) and “student learning determination” (beta = 0.320, p < 0.001) had the highest standardized regression coefficients among the statistically significant factors. Based on these empirical findings, the study proposes solutions to enhance student autonomy and self-study competence within the context of the visual arts activity organization course.

Học tập số là một hình thái thực tiễn vật chất - hiện thân: Tổng quan lí luận trong điều kiện hậu kĩ thuật số

Đỗ Hồng Cường, Hoàng Thị Mai, Nguyễn Thị Xiêm — Wed, 05 Aug 2026 00:00:00 +0700

Digital learning has become a widespread form of education in the context of digital transformation. Although it is sometimes referred to as “virtual learning,” it remains grounded in specific material conditions and closely connected to human experience. This article employs an integrative theoretical literature review based on 23 references, including 18 substantive sources published between 2019 and July 2026 and five methodological sources. The substantive sources were identified through keyword searches and citation tracing, then analysed through two rounds of reading and narrative synthesis. The findings show that digital learning is constituted through the relationships among devices, electricity, connectivity, platforms, data, learning spaces, human labour, embodied experience, care, and accessibility. Technology and pedagogy jointly shape educational practice, while platformisation, datafication, and artificial intelligence transform authority, decision-making processes, and risk. The article proposes a theoretical framework that connects materiality, embodiment, entangled pedagogy, and platform-data power; its implications for Vietnam require further validation through empirical research.

Phát triển kĩ năng tham vấn cho sinh viên ngành Tâm lí học thông qua thực hành mô phỏng tình huống: Nghiên cứu tại Trường Đại học Thủ đô Hà Nội

Đỗ Thị Thủy, Phạm Thị Thùy Na, Nguyễn Thị Hồng Linh — Wed, 05 Aug 2026 00:00:00 +0700

This study investigated the current status of counseling skills among psychology students through three indicator domains: professional knowledge, professional attitudes, and counseling skill performance, while also examining the use of scenario-based simulation in counselor education. A mixed-methods design was employed with 108 psychology students at Hanoi Metropolitan University, integrating questionnaire surveys and interviews. The findings revealed that students demonstrated relatively positive levels of professional knowledge (M = 3.65) and professional attitudes (M = 3.55), whereas counseling skill performance was comparatively limited (M = 3.18), particularly in questioning, emotional responding, and managing challenging counseling situations. Students generally perceived scenario-based simulation positively (M = 3.78); however, its implementation was constrained by insufficient frequency, limited diversity of simulation scenarios, and a lack of systematic integration into the training process. Based on these findings, the study proposes three directions for enhancing counseling skills training through simulation: strengthening structured practice accompanied by feedback and reflective debriefing, improving the authenticity of simulation activities, and progressively exploring the integration of technology-assisted simulation into counselor education. The research results provide a practical basis for proposing directions for developing counseling skills through simulation, suitable for current training conditions.

Biện pháp phát triển đội ngũ giảng viên đáp ứng yêu cầu phát triển thương hiệu: Nghiên cứu tại các trường đại học vùng Đồng bằng sông Cửu Long

Huỳnh Mộng Tuyền, Đặng Văn Toại — Wed, 05 Aug 2026 00:00:00 +0700

This sequential explanatory mixed-methods study compared administrators’ and lecturers’ perceptions of seven lecturer-workforce dimensions associated with university brand-development requirements at six non-public universities in Vietnam’s Mekong Delta. The main quantitative sample comprised 203 of 307 valid responses (71 administrators and 132 lecturers); 104 staff responses were excluded from the comparison. Fifteen semi-structured written interviews supplemented the survey. Data were analyzed using descriptive statistics, independent-samples t tests, 95% confidence intervals, Cohen’s d, and thematic coding. Mean ratings ranged from 3.66 to 3.94 among administrators and from 3.75 to 4.21 among lecturers. Significant differences occurred only for workforce size, Welch’s t(134.36) = -2.72, p = .007, d = -0.41, and democratic participation and agency in brand development, t(201) = -3.72, p < .001, d = -0.55. Lecturers rated both dimensions higher; the other five differences were non-significant. Interviews suggested different operational and strategic reference frames and shared concerns about workforce structure, needs-based professional development, research time, and transparent recognition. Five management measures are proposed. Because the study used non-probability, cross-sectional self-report data and did not measure brand outcomes directly, conclusions are limited to perceptions and managerial implications.

Một số biện pháp dạy học nhằm nâng cao hứng thú học tập môn Âm nhạc cho học sinh lớp 5

Lai Đăng Khoa, Huỳnh Thái Lộc — Wed, 05 Aug 2026 00:00:00 +0700

In the context of implementing the 2018 General Education Program, enhancing students’ interest in Music is crucial for the development of their musical abilities and qualities. However, teaching practice shows that many Music lessons still focus on rote memorization, with few opportunities for students to experience, practice, and create. This research uses analytical, synthetic, and systematic methods to develop teaching methods suitable for the psychological characteristics of 5th-grade students, aiming to improve their interest in Music. The research results propose three measures: Developing students’ musical appreciation through movement and body percussion; Diversifying song performance in 5th-grade Music teaching; This study examines the organization of learning games in teaching Music to 5th graders. The methods are designed according to the Joyful Learning model, incorporating modern music education perspectives to enhance students’ experiences, active participation, and enthusiasm for learning. The research results contribute to supplementing the theoretical basis and providing practical suggestions for teachers in organizing 5th grade Music lessons oriented towards developing qualities and competencies.

Từ tiếng địa phương đến tiếng Việt phổ thông: Định hướng rèn luyện chuẩn phát âm tiếng Việt phổ thông cho học sinh Thanh Hóa

Hoàng Thị Mai — Wed, 05 Aug 2026 00:00:00 +0700

Language is not only a means of communication but also a fundamental component of a community’s cultural identity. The Thanh Hoa dialect preserves distinctive phonetic, lexical, and tonal features that contribute to the richness and diversity of the Vietnamese language. However, in the context of globalization, digital transformation, and increasingly frequent interregional communication, proficiency in Standard Vietnamese pronunciation has become an increasingly important communicative competence for students. This paper examines salient pronunciation features of the Thanh Hoa dialect that may influence students’ academic performance, communication, and future career opportunities. Based on this analysis, the paper proposes pedagogical orientations for developing Standard Vietnamese pronunciation while respecting the linguistic and cultural value of the Thanh Hoa dialect. The study advocates fostering students’ ability to use pronunciation flexibly and appropriately according to different communicative contexts. The findings contribute to the scholarly foundation for language education in regions characterized by distinctive dialectal features while also providing directions for future research and the development of pedagogical models for fostering students’ ability to use Standard Vietnamese pronunciation.

Xây dựng hệ thống chỉ báo năng lực thích ứng của học sinh tiểu học dựa trên yêu cầu cần đạt trong Chương trình Giáo dục phổ thông 2018

Lê Thị Cẩm Lệ, Vũ Thị Lan Anh — Wed, 05 Aug 2026 00:00:00 +0700

The 2018 General Education Program identifies adaptability as a core component of the self-reliance and self-learning competency, as well as a subject-specific competency in Experiential Activities. However, the expected learning outcomes remain overly generalized, making it challenging for teachers to assess students and identify development barriers among primary students. This study aims to construct a system of behavioral indicators for primary students’ adaptability through a literature review and preliminary survey involving 15 experts. The results established a framework of 11 indicators across three components (Cognitive, Affective, and Behavioral competencies) achieving high levels of logical consistency, suitability, and feasibility. A key novelty of this study is the independent separation of the Affective component to explicitly clarify primary students’ attitudinal expressions, self-confidence, and readiness. These findings contribute to bolstering the theoretical foundation of adaptability competency while offering a practical basis for teachers to design assessment tools and support interventions. Future studies should test this indicator system on larger sample sizes and validate it across diverse primary education contexts.

Phát triển bộ công cụ đánh giá năng lực dạy học tích hợp của sinh viên ngành Giáo dục tiểu học trong môi trường giáo dục số

Lê Thị Hồng Chi, Nguyễn Thị Thanh Hiền — Wed, 05 Aug 2026 00:00:00 +0700

In the digital education environment, the integrated teaching competence of students majoring in Primary Education needs to be expanded from the ability to analyze curricula, design, and organize integrated lessons/themes to the competence in utilizing digital learning materials, using digital tools, assessing via digital evidence, and responsibly applying AI. This article employs document analysis and the Content Validity Index method and preliminary pedagogical experiments to develop an assessment toolkit for evaluating this competence. The study identifies the structure of integrated teaching competence in the digital education environment and proposes a toolkit comprising a cognitive assessment test, self-assessment form, rubric for evaluating integrated lesson/theme plans, rubric for assessing digital learning materials, observation checklist for practice, and reflective form/ e-portfolio. The toolkit contributes to evaluating the integrated teaching competence of students through a multi-evidence approach, combining the assessment of cognition, products, practical performance, and professional reflection. The research results can support teacher training institutions in assessing learning outcomes, organizing pedagogical skill development, and improving teacher education programs.

Sử dụng đánh giá xác thực trong học phần “Vật lí đại cương”: Thiết kế nhiệm vụ, triển khai và trải nghiệm của sinh viên

Nguyễn Thị Thu Hằng — Wed, 05 Aug 2026 00:00:00 +0700

Authentic assessment (AA) connects knowledge with meaningful contexts of use; however, course-level empirical evidence in Vietnam remains limited. This study examines how the characteristics of AA are translated into assessment tasks, enacted during implementation, and experienced by students. A case study was conducted in a General Physics course involving 31 students and four AA tasks. Task content, reports, images/videos, and student products were analyzed using content analysis, while data from a 16-item Likert survey were analyzed using descriptive statistics. The characteristics of AA were translated into different configurations of contexts, task requirements, activities, and products/evidence. Students reported positive perceptions of the practical relevance and value of the tasks; however, their experiences of cognitive challenge, learner agency, and the use of assessment criteria were uneven. The main difficulties concerned time, information processing, product development, and implementation conditions. The findings suggest that AA should be designed through coherent alignment among real-world contexts, cognitive challenge, student agency, assessment criteria, and appropriate implementation support. This study provides course-level empirical evidence and offers directions for further research on product quality, achievement of intended learning outcomes, and the applicability of AA across different educational contexts.

Thiết kế tình huống dạy học khái niệm “Họ nguyên hàm” (Toán 12) theo mô hình TPMK với sự hỗ trợ của GeoGebra

Lê Viết Minh Triết, Huỳnh Xuân Châu — Wed, 05 Aug 2026 00:00:00 +0700

In the context of increasing the use of technology in mathematics education, there is a need to design learning situations that ensure mathematical accuracy while effectively leveraging the affordances of technology. This study aims to propose a process for designing a learning situation for introducing the concept of a “family of antiderivatives” to Grade 12 students, supported by GeoGebra and grounded in the Technological Pedagogical Content Knowledge (TPACK) framework. Drawing on theoretical research and pedagogical design, the study proposes a five-phase process: analyzing the mathematical content; determining the pedagogical orientation; selecting appropriate GeoGebra tools and functions; designing integrated learning activities; and planning the instructional sequence. The proposed process is illustrated through a learning situation for developing the concept of a “family of antiderivatives,” in which GeoGebra facilitates connections among algebraic, graphical, and parametric representations, enabling students to conjecture, verify, explain, and generalize mathematical relationships. The findings suggest that the proposed process provides a concrete operationalization of the TPACK framework for designing instruction around a calculus concept and has the potential to support students’ understanding of the non-uniqueness of antiderivatives, the role of the constant (C), and the development of mathematical thinking and reasoning. However, as the study is currently limited to theoretical analysis and pedagogical design, the feasibility and instructional effectiveness of the proposed process require further validation through classroom-based empirical studies.

Xu hướng lựa chọn phong cách dạy học của sinh viên sư phạm: Một nghiên cứu tại Trường Đại học Đồng Nai

Đoàn Thị Hảo, Trần Thị Ngọc Thiện1, Dương Thị Kim Oanh — Wed, 05 Aug 2026 00:00:00 +0700

In the context of educational reform and the implementation of the 2025 Law on Teachers alongside the 2026 Professional Standards for Teachers in General Education Institutions, investigating trends in future teaching styles among pre-service teachers plays a crucial role in teacher education. This study utilized Grasha’s teaching style model to survey trends in future teaching styles among pre-service teachers at Dong Nai University and examine differences across gender and major. The study employed a combination of document analysis and a questionnaire administered to 112 pre-service teachers; data were analyzed using descriptive statistics, Welch’s independent samples t-test, and one-way ANOVA. The findings indicated that all five of Grasha’s teaching styles were highly endorsed by the students, with the Expert style being the most preferred, followed by the Facilitator, Personal Model, Formal Authority, and Delegator. There were no significant differences in all five teaching styles across majors, nor in four out of five styles across gender; a statistically significant difference by gender was only observed in the Expert style, with the mean score of male students being higher than that of female students. These findings provide a scientific basis for developing measures to support pre-service teachers in forming and developing teaching styles aligned with current educational reform directions.

Ứng dụng trí tuệ nhân tạo tạo sinh trong dạy học đọc hiểu văn bản nghị luận xã hội ở trung học cơ sở theo hướng phát triển năng lực

Lê Thị Minh Nguyệt — Wed, 05 Aug 2026 00:00:00 +0700

In the 2018 General Education Curriculum for Literature, social argumentative text reading comprehension is included across all grades at the secondary level. However, in practice, teaching this type of text remains a significant challenge for teachers, while lower secondary students continue to demonstrate considerable limitations in reading comprehension. In this context, generative artificial intelligence (GenAI) tools have shown substantial potential for enhancing the effectiveness of teaching social argumentative text reading comprehension in schools. This study develops a framework for social argumentative text reading comprehension competence and reports the findings of a survey of 515 teachers on the current use of artificial intelligence in teaching this text type. Based on the theoretical framework and empirical data, the study proposes pedagogical principles and suggests ways to integrate selected GenAI tools into instruction to foster students’ reading comprehension competence. The findings highlight the feasibility of applying GenAI to support the development of students’ reading comprehension competence, thereby contributing to improved teaching effectiveness in Literature education at the general education level.

Các yếu tố ảnh hưởng đến năng lực số của sinh viên

Wed, 05 Aug 2026 00:00:00 +0700

This study aims to identify the factors influencing the digital competence (DC) of students at the VNU University of Education, Vietnam National University, Hanoi, in the context of digital transformation in higher education. Data were collected from 464 students using a standardized questionnaire and analyzed using quantitative techniques, including exploratory factor analysis (EFA), Pearson correlation analysis, and multiple linear regression. The results indicate that four factors positively predict students’ digital competence: individual characteristics (β = 0.222), access to and experience with technology (β = 0.290), the educational environment (β = 0.396), and the socio-economic context (β = 0.241). Among these, the educational environment is the strongest predictor, whereas individual characteristics have the weakest predictive effect. Based on these findings, the study proposes several policy implications, including enhancing the learning environment at higher education institutions, improving technological infrastructure and access, and encouraging students’ proactive engagement in developing their digital skills. The findings contribute empirical evidence to the body of knowledge on digital competence while providing practical insights for higher education institutions in designing effective digital transformation strategies.

Đề xuất các biện pháp bồi dưỡng tư duy đại số cho học sinh trung học cơ sở

Dương Quốc Thái, Dương Hữu Tòng — Wed, 05 Aug 2026 00:00:00 +0700

Fostering algebraic thinking among lower secondary school students has become a key objective of contemporary mathematics education to promote higher-order thinking and problem-solving competencies. However, selecting and implementing appropriate instructional strategies remains a significant challenge for teachers. Drawing on a literature review and an analysis of the 2018 General Education Curriculum and lower secondary mathematics textbooks, this study proposes a system of instructional measures for developing students’ algebraic thinking. The findings identify four core components of algebraic thinking: structural generalization, representation of mathematical relationships, algebraic reasoning and manipulation, and algebraic modeling. Based on these components, six instructional measures are proposed: identifying patterns and generalizing regularities, diversifying mathematical representations, promoting mathematical communication and reasoning, integrating visual technologies, fostering metacognitive practices, and innovating formative assessment. Each measure is presented in terms of its objectives, implementation procedures, illustrative examples, and pedagogical significance. The proposed system provides a practical reference for teachers in designing learning tasks to foster students’ algebraic thinking and offers a foundation for future empirical studies to examine the effectiveness of these instructional measures in classroom practice.

Thực trạng và biện pháp nhằm nâng cao hiệu quả hoạt động dạy học hát cho trẻ mẫu giáo 5–6 tuổi tại Thành phố Cần Thơ

Lưu Hoàng Anh — Wed, 05 Aug 2026 00:00:00 +0700

Singing instruction plays a core role in music education, contributing to the aesthetic, linguistic, and emotional development of 5 to 6 year old preschoolers. This study investigates the current status of singing instruction for this age group at kindergartens in Can Tho City through a questionnaire survey (n = 232 preschool teachers, administered via Google Forms) and direct observation of 10 classes at 10 schools. Results show that 96.1% of teachers hold an accurate awareness of the role of singing activities, yet practical implementation still faces challenges: 37.1% of responses point to children’s difficulty maintaining attention, and 34.1% point to teachers’ limited training in musical competence and the use of supporting instruments. Based on these findings, the study proposes four groups of measures professional development in music for teachers, natural-breathing guidance, rhythm clapping combined with lyric recitation, and training children to sing at a natural, appropriate volume to support preschool teachers in organizing singing activities more effectively.

Tổng quan nghiên cứu về tri thức nền trong dạy học đọc hiểu văn bản văn học

Phạm Thị Thu Hương, Trương Thu Hương — Wed, 05 Aug 2026 00:00:00 +0700

In the context of educational reform under the 2018 General Education Curriculum, developing students’ reading comprehension competence for literary texts has become a central task of Literature education. This study aims to systematize theoretical and practical perspectives on the role of background knowledge in literary reading comprehension instruction. Employing literature review, document analysis, and synthesis methods on relevant international and Vietnamese theoretical works, the research reveals that the global trend in literature instruction has undergone a significant shift: it has transitioned from viewing the text as an autonomous object to establishing the central role of the reader through reader-response theory and schema theory. In Vietnam, the research trajectory has shifted from the traditional literature-lecturing model towards emphasizing students’ receptive role and subjective agency. Accordingly, the types of background knowledge emphasized in literary reading comprehension instruction include genre knowledge, authorial knowledge, and instrumental knowledge. The research findings affirm that background knowledge is a prerequisite for students to fill in textual gaps and effectively engage in meaning-making activities. However, further studies are needed to elucidate the specialized system of background knowledge-specifically, philological knowledge—and the pedagogical model of teaching this as instrumental knowledge in literary reading comprehension instruction to develop students’ competencies.

Đề xuất nguyên tắc và quy trình thiết kế infographic hỗ trợ dạy đọc hiểu cho học sinh lớp Ba

Ngô Tuyết Phượng — Wed, 05 Aug 2026 00:00:00 +0700

In the context of digital transformation and the implementation of Vietnam’s 2018 General Education Curriculum, the use of digital learning materials to support the development of reading comprehension competence among primary school students has become increasingly important. This article proposes a set of principles and a design process for developing infographics to support reading comprehension instruction for third-grade students from a competency-based approach. The study employs a theoretical research method based on the analysis and synthesis of relevant literature to develop a design process that is appropriate for the cognitive characteristics of primary school students and aligned with the requirements of the 2018 General Education Curriculum. The findings indicate that establishing principles and a systematic process for infographic design that are appropriate to primary school students’ cognitive characteristics can support teachers in developing visual learning materials, thereby improving the effectiveness of competency-based reading comprehension instruction. The study is expected to enrich the theoretical foundation for the application of infographics in primary reading comprehension instruction and provide a feasible design process to assist teachers in developing digital learning materials that meet current educational reform requirements, thereby enhancing students’ reading comprehension competence.

Đề xuất khung và quy trình ứng dụng trí tuệ nhân tạo hỗ trợ phát triển năng lực giải quyết vấn đề trong dạy học tiếng Anh cho sinh viên ngành Giáo dục tiểu học

Nguyễn Diệp Ngọc, Lê Thị Thu Hà — Wed, 05 Aug 2026 00:00:00 +0700

In the context of digital transformation in education and the imperative to enhance foreign language proficiency for future teachers, this paper analyzes and synthesizes theoretical frameworks concerning the problem-solving competence of pre-service primary school teachers to identify ways of developing this competence in English language teaching. The study employs evidence-based theoretical analysis (Desk Research), together with an analysis of the digital competency framework of the United Nations Educational, Scientific and Cultural Organization and Circular No. 02/2025/TT-BGDĐT. On this basis, the paper proposes (1) a behavioral indicator framework for problem-solving competence; (2) a four-step process comprising Analyze, Plan, Practice with Feedback, and Evaluate and Adjust, supported by artificial intelligence tools such as ChatGPT, Gamma, Canva AI, and Mentimeter. The model aims to strengthen core component competencies, including problem identification, pedagogical decision-making, critical thinking, and self-regulation. These proposals are closely aligned with the professional requirements of future primary school teachers in the digital age and contribute to orienting and improving the quality of teacher education at higher education institutions.

Phát triển năng lực nghề nghiệp cho luật sư tập sự theo tiếp cận trải nghiệm: Một nghiên cứu tổng quan

Nguyễn Đình Lâm, Nguyễn Thị Tình — Wed, 05 Aug 2026 00:00:00 +0700

The legal profession is highly practical, requiring a combination of legal knowledge, consulting skills, litigation skills, communication skills, problem-solving skills, professional ethics, and the ability to adapt to the professional context. This study uses a structured narrative literature review method to analyze and synthesize domestic and international studies on professional competence of lawyers, trainee lawyers, experiential legal education and professional competence development through experiential learning. Through the screening process, 21 documents. The findings show that previous studies have clarified the role of legal knowledge, professional skills, ethical responsibility, client communication, problem-solving competence and practice-based learning in legal education. However, systematic research on developing professional competence for trainee lawyers through experiential learning remains limited, especially in the Vietnamese context. Consequently, this study proposes a 4-stage comparative framework based on Kolb’s experiential learning theory to standardize the training process and mentoring mechanisms for trainee lawyers.

Ý thức công dân của sinh viên sau khi tham gia học phần Giáo dục quốc phòng và an ninh: Khảo sát tại một cơ sở giáo dục đại học ở Việt Nam

Nguyễn Đức Đăng — Wed, 05 Aug 2026 00:00:00 +0700

National Defense and Security Education (NDSE) is a compulsory course in Vietnamese higher education that aims to foster students’ civic awareness. However, empirical evidence describing civic awareness following course completion remains limited. This study examined university students’ self-reported civic awareness after participating in NDSE, explored relationships among its dimensions, and compared differences by gender and year of study. A cross-sectional survey was conducted with 684 students at a Vietnamese higher education institution. Data were analyzed using Cronbach’s alpha, descriptive statistics, Pearson correlation, independent-samples t tests, and one-way ANOVA. Students reported relatively high civic awareness across all dimensions. Civic responsibility received the highest ratings, whereas responsibility toward society and the community was consistently lower. Positive correlations supported the multidimensional nature of civic awareness, while gender- and year-related differences showed only small effect sizes. The findings provide empirical evidence for strengthening experiential and community-oriented learning within NDSE.

Không gian và thời gian trong truyện dân gian thiếu nhi: Cách nhận diện và hướng tiếp cận, khai thác trong dạy học đọc hiểu ở tiểu học

Nguyễn Đức Khuông — Wed, 05 Aug 2026 00:00:00 +0700

In the context of the 2018 General Education Curriculum, fostering primary school students’ reading comprehension and literary appreciation has become a central objective of language education. This study employs a qualitative research design, combining theoretical inquiry with textual analysis, to identify the characteristics of artistic space and time in Vietnamese folktales for children and to propose approaches for integrating these elements into reading comprehension instruction. The findings indicate that artistic space and time in children’s folktales are characterized by fantasy, flexibility, symbolic meanings, and a close connection with the developmental journey of characters. Based on these characteristics, the study proposes a pedagogical framework that progresses from identification and visualization to comparison and creative application, in accordance with primary school students’ cognitive characteristics and the competency-based orientation of the 2018 General Education Curriculum. The findings contribute to the theoretical foundation for teaching reading comprehension through folktales and provide pedagogical suggestions for enhancing students’ literary appreciation and fostering traditional cultural values in primary education.

Đổi mới bồi dưỡng giáo viên trong bối cảnh chuyển đổi số: Định hướng xây dựng mô hình “Trường học hạnh phúc” ở vùng Đồng bằng sông Cửu Long

Nguyễn Kim Ngân, Mai Thị Yến Lan — Wed, 05 Aug 2026 00:00:00 +0700

Digital transformation creates an urgent need to strengthen teachers’ professional competence and develop the “Happy School” model in the Mekong Delta. This study employs an integrative literature review combined with content analysis to clarify the requirements for innovating teacher professional development. Data were synthesized primarily from policy documents, international reports, and studies published between 2018 and 2025, while selected foundational documents outside this period were also considered. The review identified four directions for innovation: (1) shifting from content-based training to competency development; (2) strengthening digital competence and the application of artificial intelligence; (3) diversifying methods through professional learning communities; (4) evaluating outcomes based on competence demonstrated in practice. The findings also highlight the need to foster a safe, positive, and supportive educational environment that promotes positive relationships within the school, student participation, and students’ holistic development. The study systematizes the theoretical foundations and proposes orientations for educational institutions in the Mekong Delta to design context-responsive professional development programs, contributing to the development of the “Happy School” model and providing a basis for future empirical research.

Năng lực trí tuệ nhân tạo của sinh viên sư phạm: Tổng quan hệ thống và hướng nghiên cứu dạy học với hệ thống AI đa tác nhân

Nguyễn Thị Thanh Thảo, Đinh Thị Mỹ Hạnh, Trần Văn Hưng — Wed, 05 Aug 2026 00:00:00 +0700

The rapid development of artificial intelligence (AI) has created new competency requirements for pre-service teachers. This review primarily examines AI competency; multi-agent AI is treated as an emerging design and research direction rather than an established intervention. A PRISMA 2020-guided systematic review synthesized studies indexed in Web of Science, Scopus, and ERIC and published during 2025-2026. Of 462 records retrieved, 65 studies met the eligibility criteria. Existing frameworks commonly converge on foundational AI knowledge, skills for using, evaluating, and creating with AI, and ethical, safe, and responsible practice. Empirical evidence is heterogeneous across subject areas, instruments, sample sizes, and research designs. Only two studies directly addressed AI agents, and none tested a multi-agent system explicitly mapped to an AI competency framework for pre-service teachers. The evidence supports curriculum development around shared AI competency outcomes but does not yet establish the effectiveness of multi-agent AI-supported teaching. Multi-agent AI should therefore be examined through controlled, teacher-supervised studies, with particular attention to validity, privacy, bias, accountability, and transfer to pedagogical practice in Vietnam.

Đánh giá của giáo viên và cán bộ quản lí về hoạt động dạy học môn Đạo đức theo hướng trải nghiệm tại các trường tiểu học Thành phố Hồ Chí Minh

Nguyễn Lưu Kim Thanh — Wed, 05 Aug 2026 00:00:00 +0700

Experiential learning is one of the key orientations of the 2018 General Education Curriculum, aiming to develop primary students’ qualities and competencies through Moral Education. However, existing studies have mainly focused on theoretical foundations, while empirical evidence regarding teachers’ and students’ activities during the implementation of experiential learning remains limited. This study aims to evaluate the current status of teachers’ and students’ activities in experiential Moral Education teaching at primary schools in Ho Chi Minh City. The study employed document analysis, questionnaire surveys, and product analysis. Data were collected from 792 teachers and 154 school administrators across 25 primary schools and analyzed using descriptive statistics. The findings indicate that teachers have performed well in planning and organizing experiential learning activities. However, the integration of artificial intelligence into teaching, collaboration among schools, families, and other educational stakeholders, as well as the development of students’ self-directed learning competencies, remain limited. The findings provide empirical evidence on teachers’ and students’ activities in experiential Moral Education teaching and serve as a basis for proposing solutions to improve teaching quality, thereby contributing to the effective implementation of the 2018 General Education Curriculum.

Thực trạng quản lí hoạt động bồi dưỡng năng lực số cho giảng viên các học viện Công an nhân dân

Nguyễn Phạm Mạnh Hùng, Trần Anh Kiên — Wed, 05 Aug 2026 00:00:00 +0700

In the context of educational digital transformation and implementation of the Digital Competency Framework in education, improving the efficiency of managing digital competency training activities for lecturers has become an urgent requirement for higher education institutions, especially People’s Public Security academies. The article focuses on evaluating the current status of management of digital competency training activities for lecturers at the People’s Public Security academies through using the questionnaire survey method combined with in-depth interviews and data processing using mathematical statistics. The survey content focused on management elements of digital competency training activities such as: planning, organizing implementation, managing content and training programs, testing and evaluating training results. Research results show that the People’s Public Security academies pay the most attention to the content and program of digital competency training for lecturers, followed by organizing the implementation of digital competency training activities for lecturers, third is determining the digital competency training plan for lecturers and the least important is testing and evaluating digital competency training activities for lecturers. The research results are an important practical basis to propose solutions to improve the management of digital competency training activities for lecturers at the People’s Public Security Academy in the coming time.

Xây dựng hệ thống tiêu chí đánh giá hoạt động quản lí hợp tác nhà trường và doanh nghiệp trong thực hành nghề của sinh viên theo tiếp cận CIPO

Nguyễn Quốc Trị, Nguyễn Trần Diệu Anh — Wed, 05 Aug 2026 00:00:00 +0700

Amid the ongoing transformation of vocational education and the growing demand for a highly skilled workforce in the era of the Fourth Industrial Revolution, strengthening school-enterprise collaboration in students’ workplace training requires a scientifically grounded management framework. This study aimed to develop and validate a set of criteria for managing school-enterprise collaboration in vocational training. Drawing on Constructive Alignment Theory, Management by Objectives (MBO), and Collaborative Governance Theory, the study employed the Delphi method through three rounds of consultation with a panel of 15 experts. The findings resulted in a CIPO-based framework (Context-Input-Process-Output) comprising 14 criteria and 48 indicators, which achieved expert consensus regarding their relevance and validity. The proposed framework provides a scientific basis for managing and evaluating school-enterprise collaboration in vocational training, thereby contributing to improved training quality, enhanced institutional-industry partnerships, and the development of a highly qualified workforce capable of meeting the demands of the Fourth Industrial Revolution.

Kì thị xã hội liên đới ở cha mẹ có con rối loạn phổ tự kỉ: Một nghiên cứu tại thành phố Hà Nội

Bùi Thị Hồng Minh, Nguyễn Thị Hà, Hoàng Văn Quyết — Wed, 05 Aug 2026 00:00:00 +0700

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that affects children’s social communication, behavior, and adaptive functioning. In addition to the challenges of caring for and supporting children with ASD, parents often face pressure from their social environment, particularly stigma and misunderstanding from the community. This study surveyed 98 parents of children with ASD receiving intervention services at four intervention centers in Hanoi, Vietnam. Data were collected using the Affiliate Stigma Scale, a five-point frequency scale scored from 0 to 4, and supplemented with in-depth interviews with eight parents. The findings indicated that parents experienced affiliate stigma at a level ranging from occasional to frequent. The most prominent manifestations included feelings of shame or reluctance to disclose their child’s condition and concerns about being judged by others. The analysis also showed that parents’ religious status and the severity of the child’s ASD, as reported by the parents, were significantly associated with the level of affiliate stigma experienced. These findings contribute to the growing body of evidence on affiliate stigma among families of children with ASD in the Vietnamese context and highlight the need for psychosocial support programs and greater public awareness to reduce stigma toward parents and families of children with ASD.

Thực trạng dạy viết văn bản nghị luận phân tích tác phẩm truyện theo tiến trình và đặc trưng thể loại cho học sinh lớp 8 tại thành phố Cần Thơ

Nguyễn Thị Linh, Từ Kim Thoa — Wed, 05 Aug 2026 00:00:00 +0700

Writing argumentative essay analyzing narrative works is an important content in teaching Literature in secondary school. This study surveys the current state of teaching argumentative writing analyzing narrative works according to the process and genre characteristics for 8th-grade students in Can Tho City. Data was collected through surveys from 30 Literature teachers and 127 8th-grade students at Binh Thuy Secondary School and Long Hoa Secondary School. The study uses document analysis and descriptive statistics, including frequency, percentage, and average score. The results show that teachers generally highly value the role of teaching writing according to the process and genre characteristics; however, essay editing activities have not been given as much attention as pre-writing and in-writing activities. Students still face difficulties in finding ideas, expressing themselves, selecting evidence, analyzing elements of narrative works, and transforming reading comprehension results into argumentative arguments. Based on theoretical foundations and survey results, this study proposes a five-step process for teaching writing: genre orientation and identification; understanding the topic and gathering information; brainstorming and outlining; writing practice; and editing and perfecting the writing. This process contributes to providing a reference basis for teachers in organizing the teaching of argumentative essay writing analyzing narrative works in grade 8.

Thực trạng bồi dưỡng năng lực lập luận toán học trong học tập hình học ở cấp trung học phổ thông: Góc nhìn từ học sinh

Nguyễn Huỳnh Trọng Đức, Nguyễn Phú Lộc, Lê Viết Minh Triết, Bùi Anh Kiệt — Wed, 05 Aug 2026 00:00:00 +0700

In competency-oriented mathematics education, mathematical reasoning plays an important role, particularly in geometry, where students have opportunities to explain, justify, and defend mathematical conclusions. This study aims to investigate the current state of students’ mathematical reasoning development in geometry instruction at the upper secondary school level from students’ perspectives. A quantitative research design was employed using a 15-item questionnaire measured on a five-point Likert scale. Data were collected from 358 upper secondary school students in An Giang Province, Vietnam, using convenience sampling. The data were analyzed using Jamovi, and exploratory factor analysis identified four factors: (1) perceptions of the importance of mathematical reasoning; (2) the use of components of mathematical reasoning; (3) mathematical reasoning practices in the classroom; and (4) difficulties in mathematical reasoning when learning geometry. The findings indicate that students’ engagement in mathematical reasoning activities is associated not only with their perceptions of the importance of reasoning but also with the classroom learning environment and opportunities to participate in reasoning activities. Therefore, developing students’ mathematical reasoning competency in geometry instruction requires learning environments that provide students with regular opportunities to explain, discuss, justify, and defend their mathematical ideas.

Hình thành và rèn luyện thói quen lập dàn ý bằng sơ đồ tư duy cho học sinh lớp 4 trong quá trình viết bài văn kể chuyện

Nguyễn Thị Thanh Ngân — Wed, 05 Aug 2026 00:00:00 +0700

According to the 2018 Language Arts and Literature Curriculum, linguistic competence in general, and writing competence in particular are core subject-specific competencies that need to be developed in primary pupils. In addition, enabling pupils to recognize and create literature texts in accordance with genre characteristics has become an important concern in educational research. In response to the uneven quality of pupils’ writing, this paper investigates the current status of writing skill among fourth-grade pupils in Da Nang City. Based on the findings, it proposes several pedagogical measures to cultivate the habit of using mind maps to develop outlines for narrative essay. Accordingly, analyzing texts through mind maps, developing model outlines, guiding pupils in practice, and giving them more opportunities to apply these strategies regularly are practical measures that teachers can implement to help them develop generalization skills and the competence to express creativity through writing, thereby meeting the expected learning outcomes of this subject.

Đề xuất quy trình thiết kế học liệu số hỗ trợ dạy học hình học (Toán 7)

Nguyễn Thị Thanh Tuyên, Nguyễn Ngọc Hải — Wed, 05 Aug 2026 00:00:00 +0700

In the context of digital transformation in education and the implementation of the 2018 Mathematics General Education Curriculum, which emphasizes the development of students’ competencies and qualities, the design of digital learning materials for teaching Grade 7 Geometry has become increasingly important for enhancing visualisation and learning effectiveness. This study aims to propose a process for designing digital learning materials suitable for Grade 7 Geometry instruction. Based on a review of the literature on digital learning materials and the characteristics of Geometry teaching, a six-step design process is proposed to guide teachers in aligning learning outcomes, learning activities, technological tools, and instructional strategies. The proposed process is illustrated through several digital learning materials developed for the Grade 7 Geometry curriculum, demonstrating their potential to support learning activities and promote student engagement. The findings provide a systematic reference framework for lower secondary mathematics teachers in designing and using digital learning materials, while also serving as a foundation for future experimental studies on the effectiveness of digital learning materials in mathematics education.

Nghiên cứu bài học đối với phát triển chuyên môn của giáo viên tiếng Anh: Đề xuất định hướng phát triển bền vững từ phân tích điểm mạnh, điểm yếu, cơ hội và thách thức

Trần Thị Huyền, Trần Hiền Hòa, Lê Hoàng Dự, Trịnh Quốc Lập, Phan Nhật Hào — Wed, 05 Aug 2026 00:00:00 +0700

In the context of educational reform and growing demand for sustainable professional development, lesson study is deemed a promising approach to supporting English language teachers in improving their professional competence through collaboration, classroom observation, and reflection. However, previous studies have mainly examined its individual effects, while the interaction between internal and external factors has not been systematically analyzed. Therefore, the current study synthesizes 12 peer-reviewed articles published between 2021 and 2026, using conceptual analysis, interpretive synthesis, and SWOT analysis. The findings show that lesson study contributes to improving English language teachers’ pedagogical knowledge, reflective teaching competence, professional collaboration, and instructional practices. At the same time, its implementation continues to face “barriers” including time pressure, difficulties in scheduling, resource disparities, and uneven levels of institutional support. Based on these findings, the study proposes four groups of strategic directions aimed at leveraging strengths, taking advantage of opportunities, addressing weaknesses, and minimizing the effects of threats. The study contributes to the theoretical foundation and strategic analytical framework for teacher professional development, while also providing practical references for educational institutions and managers in designing professional development programs. Future studies should broaden the data sources, strengthen empirical investigations, and examine differences across educational contexts.

Thiết kế chương trình bồi dưỡng giáo viên Toán về học liệu thống kê và xác suất lớp 10 theo hướng phát triển năng lực khai thác dữ liệu và thông tin

Nguyễn Thụy Phương Trâm, Nguyễn Hoàng Sơn — Wed, 05 Aug 2026 00:00:00 +0700

In the context of competency-oriented teaching of Statistics and Probability, the effective use of data and information places new demands on mathematics teachers’ capacity to design appropriate learning materials. This study aims to develop a professional development program for upper secondary mathematics teachers on designing Grade 10 Statistics and Probability learning materials to foster students’ data and information literacy. The study adopts a Design and Development Research approach, integrating an analysis of the 2018 General Education Mathematics Curriculum, the Digital Competence Framework for Learners, and the GAISE II guidelines with a survey of 45 teachers and semi-structured interviews with 15 teachers and subject-matter coordinators in Lam Dong Province, Vietnam. The findings indicate that teachers recognize the importance of data in mathematics education but face difficulties in translating curriculum requirements into learning tasks that engage students meaningfully in working with data. Based on these findings, the study develops a framework linking learning outcomes, learning activities, and assessment evidence, which serves as the foundation for a five-activity professional development program. The main contribution of the study is a design framework that supports teachers in translating curriculum requirements into concrete decisions when designing learning materials, rather than merely providing sample materials. The proposed program has potential applications in the pre-service and in-service education of mathematics teachers; however, its feasibility and effectiveness in authentic educational settings require further empirical validation.

Xây dựng công cụ đánh giá năng lực đọc hiểu văn bản trong dạy học tiểu thuyết hiện đại ở lớp 12

Phạm Thị Thu Hương, Khuất Thu Hiền — Wed, 05 Aug 2026 00:00:00 +0700

In the context of general education transitioning from a knowledge-transmission approach to the development of learners’ qualities and competencies, testing and assessment must be reformed to integrate more closely with the instructional process. The development of appropriate assessment tools is essential to fulfill this requirement. This article focuses on exploring measures to construct assessment instruments for evaluating 12th-grade students’ reading comprehension competence in modern novels. Employing theoretical research methods, the study elucidates the theoretical foundations regarding reading comprehension competence, assessment tools, and the characteristics of modern novels. Accordingly, the paper proposes two measures for developing these tools: integrating assessment content and criteria into textbook questions and exercises, and designing reading comprehension tests specifically for modern novels. These measures help shift assessment from testing the recall of knowledge to identifying specific manifestations of reading comprehension competence, while simultaneously strengthening the link between teaching and learning activities, formative assessment, and assessment aimed at learner progress.

Quản lí bồi dưỡng năng lực dạy học môn Khoa học tự nhiên cho giáo viên trung học cơ sở tại thành phố Vũng Tàu: Thực trạng và đề xuất biện pháp

Tống Thị Kim Oanh, Tống Thị Minh Thu, Nguyễn Thanh Hùng — Wed, 05 Aug 2026 00:00:00 +0700

Since Vietnam adopted the 2018 General Education Curriculum, supporting lower secondary natural science teachers’ professional development and strengthening its management have become essential to meet the requirements of integrated teaching and educational reform. This study investigated the current status of professional development management, proposed appropriate management measures, and examined their necessity and feasibility. We conducted the study in five lower secondary schools in Vung Tau City, Ba Ria - Vung Tau Province (based on the administrative boundaries prior to the merger), involving 14 school administrators and 48 natural science teachers. The data were collected through questionnaire surveys and supplemented by interviews and observations. The results indicate that professional development activities were generally rated positively; however, limitations remained in needs assessment, planning, training content, implementation, and evaluation. Based on these findings, the study proposes four management measures to address the identified issues and examines their necessity and feasibility. These measures may serve as practical references for schools and educational managers to improve the management of professional development activities that support the implementation of the 2018 General Education Curriculum, in line with ongoing educational reform in Vietnam and global trends toward competency-based education, digital transformation, the application of artificial intelligence, and internationalization.

Sử dụng biểu diễn toán học trong dạy học “Phương trình đường thẳng” (Toán 10) nhằm bồi dưỡng năng lực giao tiếp toán học cho học sinh

Văn Minh Thoại, Lê Viết Minh Triết — Wed, 05 Aug 2026 00:00:00 +0700

In the context of modern mathematics education, which emphasizes the development of learners’ competencies, mathematical communication is considered one of the core competencies to be cultivated. However, expressing, reasoning, and conveying mathematical ideas - especially in the geometry strand, which requires a tight integration between students’ algebraic thinking and geometric intuition-often presents significant challenges. In response to these difficulties, this study proposes a five-phase instructional process aimed at fostering students’ mathematical communication competency through the optimal utilization of mathematical representations. This process is specifically illustrated via a simulated real-world context, “Urban Bus Routes”, in teaching the topic “Equations of a Line” (Grade 10 Mathematics), which requires students to perform tasks involving the formulation and manipulation of both parametric equations and general equations. Although the current scope of this research is limited to theoretical investigation and model proposal, empirical pedagogical evaluation will be the focus of the next phase. Nevertheless, the article remains a valuable reference, providing practical ideas to help teachers diversify their instructional methods.

Thực trạng ứng dụng AI trong học tập và nghiên cứu khoa học của sinh viên Khoa Giáo dục Mầm non, Trường Đại học Sư phạm Hà Nội 2

Vũ Kiều Anh, Hà Thị Minh Tâm — Wed, 05 Aug 2026 00:00:00 +0700

In the context of digital transformation in education, developing artificial intelligence (AI) competence for future teachers has become increasingly important. However, studies on AI use among Early Childhood Education students are still limited, especially in relation to learning and scientific research activities. This study used a mixed-methods design with a quantitative approach as the main method, combining an online survey of 581 students and semi-structured interviews with 29 students to explore the current use of AI among students of the Faculty of Early Childhood Education at Hanoi Pedagogical University 2. The results show that students generally have positive perceptions of AI, although some of them still have difficulty distinguishing AI from conventional software. ChatGPT and Canva AI are the most commonly used AI tools. AI is used more frequently for learning activities such as searching for information, completing assignments, and supporting knowledge acquisition, while its use in more advanced scientific research tasks remains limited. Although students have developed some basic AI-related skills, skills related to evaluating AI-generated information, verifying information accuracy, and applying AI in scientific research still need further improvement. The findings provide practical evidence on the current use of AI among students in an early childhood teacher education program and highlight the need to strengthen AI competence, information verification skills, and awareness of academic integrity in the digital learning environment.

Xây dựng hệ thống bài tập bồi dưỡng năng lực phản biện và thảo luận đa chiều trong dạy học viết bài văn nghị luận xã hội cho học sinh lớp 7: Nghiên cứu tại thành phố Ninh Bình

Vũ Ngọc Thu Trang — Wed, 05 Aug 2026 00:00:00 +0700

In the context of implementing the 2018 General Education Program in Literature, teaching argumentative writing at the lower secondary level aims not only to equip students with structural writing skills but also to foster critical thinking, multi-dimensional discussion, and independent perspective formation. This study focuses on developing a system of exercises to enhance critical thinking and multi-dimensional debate skills in argumentative writing on social issues for Grade 7 students. A practical survey conducted with 5 Literature teachers and 337 Grade 7 students at My Xa Lower Secondary School (Nam Dinh) revealed that while students face significant barriers in developing logical arguments, counter-argumentation, and evidence selection, teachers lack a structured and diverse exercise framework for critical skills. Based on these findings, the article establishes principled requirements, a structured exercise classification, and specific pedagogical methods such as direct debate, the Hot Seat technique, and group counter-argumentation. Pedagogical experimentation showed a significant improvement in the experimental class’s logical reasoning and counter-argumentation skills. These results validate the feasibility and effectiveness of the proposed exercise system in promoting active learning and competency development in Literature education.

Mối tương quan giữa mức độ thực hiện và mức độ quản lí hoạt động giáo dục hướng nghiệp ở các trường trung học phổ thông tại phường Ninh Kiều, thành phố Cần Thơ

Vương Quốc Tuấn, Trần Lương — Wed, 05 Aug 2026 00:00:00 +0700

Career education is a compulsory component of the 2018 General Education Program, playing an important role in shaping career orientation among high school students. Prior studies, however, show that the implementation and management of career education vary considerably across localities, and the relationship between these two dimensions has rarely been examined directly within a specific setting. This study determines the levels of implementation and management of career education activities at high schools in Ninh Kieu Ward, Can Tho City, and analyzes the correlation between the two dimensions, drawing on a survey of 400 respondents and Spearman correlation analysis. Both the level of implementation (M = 3.54) and the level of management (M = 3.58) of career education activities were rated at a fairly good level, with a positive, very strong, and statistically significant correlation (rho = 0.888; p < 0.001). Organizational formats scored lowest among the implementation components, while post-evaluation adjustment scored lowest among the management components. The findings point to a close relationship between the implementation and management of career education, although the research design does not allow for causal claims between the two dimensions. Organizational formats and post-evaluation adjustment remain the weakest links, suggesting that high schools should diversify career education formats and strengthen adjustment mechanisms following evaluation. Because the study relies on a cross-sectional design combined with correlation analysis, it cannot establish the direction of causality between the two variables. Future research could therefore apply regression analysis to clarify this relationship.

Xây dựng và thử nghiệm website học liệu số phục vụ dạy học môn Lịch sử và Địa lí 6

Vương Văn Hải, Nguyễn Thế Kiệt, Nguyễn Quang Huy, Hà Văn Thắng — Wed, 05 Aug 2026 00:00:00 +0700

Developing students’ competencies through the integration of information technology is one of the key objectives of the 2018 Vietnamese General Education Curriculum. However, the use of digital learning resources in teaching Grade 6 History and Geography remains limited due to the lack of a specialized digital learning ecosystem. This study presents the design process of a multimedia digital learning resource website for Grade 6 History and Geography and proposes a website-integrated instructional model to support competency development and improve teaching effectiveness. The platform incorporates three core modules: a guided learning environment, a Learning Management System, and a gamified assessment system. The research employed a mixed-methods approach, including a needs assessment, website design and development, and a quasi-experimental study involving 66 Grade 6 students at a lower secondary school in Ho Chi Minh City. The findings indicated that the experimental group achieved significantly higher post-test scores than the control group (independent-samples t-test, p < 0.001), suggesting that the website contributed to improved learning outcomes. These findings demonstrate the feasibility of integrating a subject-specific digital learning resource website into History and Geography instruction and provide practical implications for expanding digital learning ecosystems in lower secondary education.

Các yếu tố ảnh hưởng đến năng lực sư phạm số của giảng viên tại một số cơ sở giáo dục đại học ở Việt Nam

Lã Phương Thúy, Kim Mạnh Tuấn, La Đức Minh, Nguyễn Thị Lan Ngọc — Wed, 05 Aug 2026 00:00:00 +0700

Digital pedagogical competence is becoming increasingly important as digital technologies and artificial intelligence are integrated into higher education. This study examines the factors predicting digital pedagogical competence based on survey data from 438 lecturers at five higher education institutions in Vietnam. The data were analyzed using exploratory factor analysis and hierarchical OLS regression. The results indicate that the model explains 72.1% of the variance in digital pedagogical competence. Among the factors examined, artificial intelligence application competence emerged as the strongest predictor, followed by digital learning design competence and digital self-efficacy. Institutional support, professional learning communities, and pedagogical innovation orientation were also positive predictors. These findings reflect the combined influence of individual, pedagogical, and organizational factors on lecturers’ digital pedagogical competence and provide a basis for informing faculty professional development in Vietnamese higher education.

Thiết kế tình huống dạy học quy tắc hình bình hành (Toán 10) với sự hỗ trợ của trí tuệ nhân tạo nhằm bồi dưỡng năng lực giải quyết vấn đề toán học cho học sinh

Nguyễn Chiến Thắng, Nguyễn Văn Tín, Nguyễn Đức Tiến — Wed, 05 Aug 2026 00:00:00 +0700

Amidst educational innovation and digital transformation, the application of artificial intelligence (AI) in mathematics instruction offers opportunities to enhance teaching effectiveness and foster student competencies. Under the 2018 General Education Curriculum, mathematical problem-solving competence is a core skill requiring focused development. This paper proposes a process for designing AI-supported mathematics learning scenarios aimed at cultivating mathematical problem-solving competence among high school students. The process comprises four stages: (1) analyzing the objectives of the mathematics learning scenario and defining the role of AI; (2) creating a problem-based scenario with AI support; (3) organizing problem-solving activities; and (4) evaluating, adjusting, and refining the designed scenario. The process is illustrated through a learning scenario concerning the parallelogram rule, part of the “Addition of Two Vectors” topic (Mathematics 10). The study’s findings contribute to the theoretical and practical understanding of integrating AI into the design of mathematics learning scenarios focused on competency development.

Đề xuất một số biện pháp dạy học Toán cao cấp với sự hỗ trợ của công nghệ số ở bậc đại học

Trần Thị Thanh Vân, Bùi Thế Hạnh, Phạm Sỹ Nam — Wed, 05 Aug 2026 00:00:00 +0700

Amidst the digital transformation and the rapid advancement of artificial intelligence, the application of digital technology is opening up new possibilities for innovating the teaching of advanced mathematics at the university level. This study employs literature review and content analysis methods to clarify the role of digital technology and the characteristics of teaching advanced mathematics, thereby establishing a foundation for proposing specific measures. The study proposes three measures: (1) integrating mathematical software to assist with calculations and result verification; (2) utilizing visualization and simulation tools to help students observe, explore, and comprehend abstract mathematical objects; and (3) using ChatGPT to support problem-solving by providing hints, verifying suggestions, and guiding students to independently formulate and finalize their solutions. These measures are illustrated with examples from various topics in advanced mathematics, demonstrating the potential of digital technology in calculation, visualization, and problem-solving support. Lecturers should select appropriate tools, guide students in comparing their own calculations with software-generated results, leverage visual representations to enhance conceptual understanding, and verify the accuracy of ChatGPT-generated suggestions before use.

Biện pháp quản lí bồi dưỡng năng lực số cho giáo viên trung học phổ thông khu vực I, thành phố Hồ Chí Minh

Trần Thế Lưu, Phạm Trọng Nguyễn — Wed, 05 Aug 2026 00:00:00 +0700

In the context of digital transformation in education, the implementation of the 2018 General Education Curriculum and the growing demand for teachers’ digital competence, as reflected in frameworks such as DigCompEdu, the UNESCO ICT Competence Framework for Teachers (ICT-CFT), and Vietnam’s Digital Competence Framework, require the management of professional development activities to shift from a predominantly administrative approach toward a competence- and outcome-based approach. With a workforce of more than 25,000 high school teachers, Ho Chi Minh City has taken a leading role in educational innovation and digital transformation. The city’s education sector has implemented numerous training and professional development programs focusing on information and communication technology (ICT) and digital teaching practices. However, in practice, these professional development activities continue to face certain limitations. On the basis of theoretical and empirical findings, this article proposes 05 measures for managing digital competence development for upper secondary school teachers in Region I of Ho Chi Minh City. All of the proposed measures were rated by the surveyed educational administrators and teachers as highly necessary and feasible in the current context. These measures constitute an integrated system characterized by close interaction and mutual support. To maximize their effectiveness and enhance the overall efficiency of management, the measures should be implemented in a coordinated and comprehensive manner in practice. Each measure plays a distinct and important role; therefore, omitting any individual measure may undermine the overall effectiveness of the management process.

Môi trường số tích hợp giáo dục vì sự phát triển bền vững trong đào tạo giáo viên: Nghiên cứu thực trạng tại hai trường đại học ở Việt Nam

Wed, 05 Aug 2026 00:00:00 +0700

In the context of digital transformation, integrating education for sustainable development (ESD) into teacher education requires coordination among institutional support, learning conditions and pedagogical practices. This study examines the current situation at the University of Education, Vietnam National University, Hanoi, and Hanoi Pedagogical University 2 using five-point Likert questionnaires and open-ended questions. It draws on reported results for 111 lecturers and 340 students, from 111 and 405 initial responses, respectively. The findings show that mean scores for the six components range from 3.827 to 4.095 among lecturers and from 3.868 to 4.044 among students, with digital learning conditions receiving the lowest score within each group. Relatively lower ratings are observed for several indicators, including guidance on ESD integration, students’ responsible technology use as perceived by lecturers, access to digital ESD resources and online feedback. The synthesis of open-ended responses identifies difficulties with information verification and Internet connectivity, alongside a need for more opportunities for practice. These findings suggest that institutional digital transformation priorities need to be translated into specific pedagogical guidance, accessible ESD resources and learning tasks grounded in real-world contexts. The results are interpreted primarily as descriptions of participants’ perceptions at the two universities and do not support causal conclusions or generalisation to teacher education nationwide.

Đề xuất quy trình xây dựng bài tập có nội dung thực tiễn trong dạy học môn Vật lí nhằm phát triển năng lực giải quyết vấn đề cho học sinh trung học phổ thông

Nguyễn Thị Nhị, Lê Văn Vinh, Phan Khắc Toàn — Wed, 05 Aug 2026 00:00:00 +0700

In the context of the 2018 General Education Program, which focuses on developing students’ qualities and competencies, constructing practical exercises is considered a crucial solution for developing problem-solving skills in physics education. However, current research mainly focuses on designing exercises for individual topics and has not yet proposed a systematic and practically verifiable process for constructing such exercises. This study uses a combination of document analysis and synthesis, along with exploratory pedagogical testing, to propose a process for constructing practical exercises in high school physics education. The process is illustrated through exercises on the topic “Electrical Energy and Power” (Physics 11) and tested with 54 high school students. The results show that the process is initially feasible, contributing to supporting teachers in designing exercises related to practical content and creating opportunities to develop components of problem-solving competence. The research results contribute to proposing a systematic process for constructing practical exercises, supporting teachers in designing and organizing physics teaching according to a competency-based approach.