Tạp chí Giáo dục

Phát triển khung đánh giá năng lực thống kê ứng dụng và phân tích dữ liệu cho ngành khoa học xã hội Việt Nam

Trần Trung, Trần Thiện Vũ, Phạm Hùng Hiệp, Lương Trâm Anh, Trịnh Thị Phương Thảo — Thu, 05 Nov 2026 00:00:00 +0700

Competency-based education has gained prominence in contemporary education and training systems. Unlike traditional teaching-centered curricula, outcomes-based learning prioritizes the development of measurable competencies. Despite its importance, there is a lack of a competency framework for applied statistics and data analytics in social sciences within Vietnam’ higher education context, particularly in the transition to digital transformation and big data. This present study addresses this gap through a two-phase research design. Phase one involves a systematic analysis of current curricula from Vietnamese higher education institutions and a synthesis of relevant international competency frameworks. Phase two involves a four-round expert panel discussion to refine and validate the proposed framework. The resulting comprehensive competence framework for applied statistics and data analytics provides a valuable resource for learners, researchers, educators, and policymakers in Vietnam.

Đề xuất khung tư duy định lượng của sinh viên ngành kinh tế

Đỗ Thanh Phúc, Nguyễn Danh Nam, Bùi Thị Hạnh Lâm — Thu, 05 Nov 2026 00:00:00 +0700

In the context of digital transformation and the development of the data economy, quantitative thinking (QT) has become an increasingly important competence for economics students. This study aims to propose a QT framework oriented toward the training of economics students, comprising six components: (1) identifying and understanding quantitative information; (2) quantitative representation and modeling; (3) data collection and processing; (4) quantitative reasoning and inference; (5) applying QT to problem solving; and (6) critically evaluating quantitative information. The proposed framework was evaluated through a survey of 34 experts. Data were analyzed using the mean, standard deviation, median, interquartile range, Cronbach’s Alpha, and the Content Validity Index (CVI). The results showed that all six components and 12 criteria were rated as highly necessary and met the predefined consensus criterion. The findings provide preliminary evidence for the appropriateness of the proposed QT framework and a basis for further research on the development and assessment of quantitative thinking among economics students.

Kiến trúc chương trình giáo dục trí tuệ nhân tạo cho học sinh phổ thông

Hoàng Thị Mai, Hà Đặng Cao Tùng — Thu, 05 Nov 2026 00:00:00 +0700

This study proposes the Layered AI Curriculum Architecture (LAIC) for K–12 education to balance the stability of academic foundations with adaptability to rapid advances in AI technologies. Based on a synthesis and comparison of international frameworks, curriculum standards, and research, LAIC establishes three knowledge strands: AI Literacy, AI Applications and Engineering, and AI Science, together with a spiral learning progression from Grades 1 to 12. The architecture comprises a Stable Core, which maintains the educational philosophy, knowledge structure, and learning progression, and an Adaptive Layer, which allows topics, tools, learning resources, and implementation contexts to evolve. Mapping LAIC against Vietnam’s national AI education framework illustrates its structural compatibility and adaptability.

Đề xuất khung lí thuyết quản lí hoạt động đào tạo ngành Nhật Bản học trình độ đại học theo mô hình CIPO

Đinh Thi Kim Thoa, Dương Thị Kim Oanh — Thu, 05 Nov 2026 00:00:00 +0700

In the context of education internationalization and growing demand for human resources with a comprehensive understanding of Japan, this study aims to propose a theoretical framework for managing undergraduate Japanese Studies education based on the CIPO model. The study employs a literature review approach, combined with the analysis, comparison, and synthesis of educational management studies, the CIPO model, and Japanese Studies education. The proposed framework comprises four components -Context, Input, Process, and Output - which are operationalized through four management functions: planning, organizing, leading, and check, while also taking into account internal and external factors that may influence the system. The study’s contribution lies in specifying and structuring the CIPO framework in accordance with the interdisciplinary, language-and-culture-oriented, and internationally oriented characteristics of Japanese Studies education. The proposed theoretical framework has not yet been empirically validated; however, it provides a basis for developing research instruments, examining the current state of educational management, and further testing and refining the framework in subsequent studies.

Thiết kế kế hoạch bài dạy học phần Giáo dục học cho sinh viên sư phạm theo mô hình BOPPPS

Đoàn Thị Mỹ Linh — Thu, 05 Nov 2026 00:00:00 +0700

Competency-based teacher education requires lesson planning approaches that align learning outcomes, learning activities, and assessment while creating opportunities for pre-service teachers to practice professional competencies. The Educational Studies course is particularly important because it connects educational theory with the design and organization of teaching and educational activities. This study proposes a lesson planning process for the Educational Studies course based on the six components of BOPPPS: Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, and Summary. The process is aligned with the lesson-plan structure recommended by the Ministry of Education and Training of Vietnam and is illustrated through a lesson on “Principles of Teaching” for second-year pre-service teachers. The proposed framework clarifies the relationship among learning objectives, diagnostic assessment, participatory activities, formative assessment, and lesson closure. It provides a practical reference for lecturers in teacher education and for developing pre-service teachers’ competencies in lesson design, instructional organization, assessment, and professional reflection. As a theoretical study, its effectiveness still needs to be examined through pedagogical experiments.

Quản lí giáo dục AI và Robotics ở trường phổ thông: Khung lí luận theo mô hình xã hội hóa và thực tiễn tại Việt Nam

Trần Văn Đạt, Lương Việt Hoàng — Thu, 05 Nov 2026 00:00:00 +0700

Amid accelerating digital transformation, AI and Robotics education has become a key component of general-education curricula worldwide and in Vietnam, especially following Decision 3439/QD-BGDDT, Circular 02/2025/TT-BGDDT, Circular 18/2026/TT-BGDDT and Decision 2422/QD-BGDDT on the AI content framework for general-school students. However, existing studies mostly address teaching content and technology, while management of implementation based on the socialization model still lacks a systematic theoretical framework. Using theoretical research, structured literature review and policy analysis, this study develops a management framework consisting of four functions linked to five stakeholder groups and a three-tier deployment model. Based on comparing policy documents with secondary sources, not primary fieldwork, the study identifies gaps between the framework and current implementation practice, providing a foundation for policy-making and further empirical research.

Các yếu tố liên quan đến năng suất công bố khoa học của giảng viên: Tổng quan và đề xuất khung lí thuyết

Đinh Việt Hùng, Vũ Cẩm Tú — Thu, 05 Nov 2026 00:00:00 +0700

As universities place increasing emphasis on research quality and academic standing, faculty publication productivity (FPP) has attracted growing attention in higher education research. This study conducts a systematic review to examine how publication - based research productivity is conceptualized and measured, synthesize its associated factors, and propose a theoretical framework for understanding variation in FPP. The search and screening procedures followed PRISMA 2020. The findings identify four broad groups of factors associated with FPP: individual resources; research motivation and engagement; organizational conditions; and system - and discipline - level contexts. Research competence, motivation, time allocated to research, resources, organizational support, and academic collaboration are consistently associated with higher FPP. By contrast, findings concerning gender, age, academic rank, and incentive mechanisms vary across studies. Based on this synthesis, the article proposes a multilevel theoretical framework that integrates these groups of factors and provides a theoretical basis for understanding FPP variation.

Đổi mới hoạt động đánh giá học tập trong giáo dục đại học dưới tác động của AI tạo sinh

Nguyễn Thị Hồng, Nguyễn Đức Huân — Thu, 05 Nov 2026 00:00:00 +0700

Generative AI challenges the authenticity and integrity of assessment in higher education. This study employs a structured theoretical review to analyze research on the impact of generative AI on academic assessment in higher education, comprising an analysis of 13 recent studies and 8 foundational documents. The synthesis identifies five themes and consolidates them into three shifts: from final products to product-process-justification evidence; from knowledge reproduction to application, critique, and verification; and from AI control to transparency, accountability, and student agency. The proposed conceptual framework combines process evidence, authentic tasks, critical evaluation of AI outputs, and transparent use. As it has not been empirically validated, applications should be adapted to learning outcomes, task types, disciplines, class size, technology access, and privacy requirements.

Tổng quan nghiên cứu về kiệt sức làm cha mẹ có con rối loạn phổ tự kỉ và định hướng nghiên cứu trong bối cảnh Việt Nam

Nguyễn Thị Thuỳ Dung — Thu, 05 Nov 2026 00:00:00 +0700

Raising a child with autism spectrum disorder (ASD) places parents under prolonged pressure, increasing the risk of parental burnout. This article aims to review, systematize, and evaluate scientific evidence regarding the current state, measurement tools, and factors associated with parental burnout among parents of children with ASD, thereby identifying research gaps and proposing specific directions for the Vietnamese context. The review results indicate that parental burnout is a multidimensional psychological syndrome resulting from a prolonged imbalance between risk factors and resources (based on the BR² model). Challenging child behaviors such as sleep disturbances, hyperactivity, and aggression and perceived social support (particularly from a spouse) exert the strongest and most consistent influence; meanwhile, the impacts of demographic factors, courtesy stigma, and gender role pressures differ markedly between Eastern and Western contexts. Notably, the study identifies a methodological gap: in Vietnam, existing research offers only indirect evidence based on measures of stress or caregiving burden and lacks longitudinal or direct studies utilizing the Parental Burnout Assessment (PBA) scale. The study establishes a solid theoretical foundation to assist clinicians and researchers in Vietnam in selecting and culturally adapting the PBA tool, while also guiding the development of psychological intervention programs and family support policies tailored to East Asian cultural characteristics.

Mô hình tổ chức hoạt động giáo dục hướng nghiệp đa chiều cho học sinh trung học phổ thông với sự hỗ trợ của trí tuệ nhân tạo: Cơ sở lí luận và nghiên cứu khám phá ban đầu

Phạm Mạnh Hà — Thu, 05 Nov 2026 00:00:00 +0700

The 2018 General Education Curriculum and policies regarding career guidance and educational streaming necessitate the reform of career guidance activities to focus on developing students’ career orientation competencies. This study proposes a model for organizing multidimensional career guidance activities for high school students supported by artificial intelligence (AI), implemented through a personalized career guidance reporting system known as “Career Passport”. Preliminary findings indicate that the toolset demonstrates good internal reliability across most modules and effectively distinguishes between students with a technical orientation and the general high school student sample; the majority of students found the system user-friendly and felt the reports accurately reflected their personal characteristics, while nearly half reported adjusting at least part of their career orientation after using the system. These findings provide a preliminary basis for integrating AI as a support tool - complemented by the guidance of teachers and families - in organizing career guidance activities. This approach aligns with the competency-development goals of the 2018 General Education Curriculum and holds potential for practical implementation within Vietnam’s general education system.

Tổ chức hoạt động trải nghiệm STEM trong dạy học chủ đề “Động lực học” (Vật lí 10) nhằm phát triển năng lực khoa học cho học sinh

Thu, 05 Nov 2026 00:00:00 +0700

Developing students’ scientific competence is a key requirement in contemporary competency and quality-based physics instruction. Within this context, STEM experiential activities provide opportunities for students to apply knowledge, engage in research practices, and solve real-world problems. This study establishes a three-component structure for scientific competence and proposes a procedure for organizing STEM experiential activities in physics teaching to foster this competence in students. An experimental study was subsequently conducted over six weeks with 80 tenth-grade students, divided into an experimental group (40 students) and a control group (40 students). The results showed that the experimental group achieved a mean score of 8.12, surpassing the control group (6.95), with a statistically significant difference and a large effect size. The scientific competence of the experimental group improved from 3.08 to 4.22 (p < 0.001; Cohen’s d = 1.84). The findings demonstrate that STEM experiential activities enable students to mobilize scientific knowledge, formulate hypotheses, design and conduct experiments, collect and process data, and engage in evidence-based discussion and critical analysis; thereby providing evidence of the effectiveness and feasibility of the proposed procedure for physics instruction in high schools.

Thiết kế hoạt động trải nghiệm trong dạy học chủ đề “Vật sống” (Khoa học tự nhiên 7) nhằm phát triển năng lực sáng tạo cho học sinh

Phạm Thị Lịch, Nguyễn Thị Hằng Nga, Phạm Thị Hương — Thu, 05 Nov 2026 00:00:00 +0700

In the context of competency-based general education, organizing experiential activities in Natural Science instruction enables students to actively explore, apply knowledge, and develop creative capabilities. Based on theoretical research and practical surveys, this paper proposes four principles and a design process for experiential activities within the “Living Things” topic (Natural Science 7) aimed at fostering student creativity. This process is illustrated through the content on “Gas exchange in animals”. A survey of 20 university lecturers and 100 Natural Science teachers revealed a high level of consensus regarding the process, with an overall mean score of 4.66/5.00; criteria concerning process structure, implementation feasibility, and expected effectiveness all scored above 4.5. Preliminary results highlight the suitability and applicability of the process for designing experiential activities focused on developing student creativity. The article offers a specific design framework that allows teachers to leverage the characteristics of the “Living Things” topic, thereby creating opportunities for students to engage in various stages of the creative process.

Năng lực tự học của học sinh trung học phổ thông trong bối cảnh học tập số: Mối liên hệ với các yếu tố cá nhân và xã hội

Lê Thái Hưng, Nguyễn Thị Hồng Hạnh, Đinh Việt Hùng — Thu, 05 Nov 2026 00:00:00 +0700

In the context of digital transformation in education, self-study competence (SSC) has become increasingly important for high school students to take initiative in acquiring knowledge, adapt to change, and sustain lifelong learning. This study examines the relationships between personal and social factors and SSC in digital learning contexts using a cross-sectional survey design among students from seven upper secondary schools in Hanoi. Data from 670 valid responses (out of 739 collected responses) were analyzed using SPSS (v26) and AMOS (v24) through Cronbach’s Alpha, EFA, CFA, and SEM. Students’ self-rated SSC averaged M = 3.68 (SD = 0.72), above the scale midpoint of 3.00. The model explained 69.9% of the variance in SSC. Four factors had positive and statistically significant path coefficients: motivation and interest in self-study (β = 0.421), learning environment and social support (β = 0.312), technological readiness and digital competence (β = 0.158), and peer interaction and learning community (β = 0.146). The novelty of this study lies in simultaneously examining seven personal, social, and environmental factors, including technology readiness and digital competence, within a single SEM model of SSC among Vietnamese upper secondary students. The findings indicate that motivation and supportive environments have stronger associations with SSC than technology-related factors. However, due to self-reported data, a cross-sectional design, and a sample limited to Hanoi, the findings indicate associations rather than causal relationships. Developing SSC in digital contexts therefore requires integrating personal motivation, supportive learning environments, and effective technology use.

Thực trạng kĩ năng học tập của học sinh tiểu học trong bối cảnh chuyển đổi số

Mai Mai Thị, Trần Thị Tố Oanh — Thu, 05 Nov 2026 00:00:00 +0700

Digital transformation is transforming learning environments, learning resources, and the ways in which students perform learning tasks. This descriptive study employed a predominantly quantitative mixed-methods design to examine the learning skills of 476 third- and fifth-grade students from six primary schools in Hanoi, Ninh Binh, and Nghe An. The main data sources comprised student self-assessments, homeroom teacher assessments, and a learning skills test, supplemented by interviews, classroom observations, and analyses of student work. The results showed that student self-assessments and homeroom teacher assessments yielded higher scores than the learning skills test, while the three data sources were positively correlated at a moderate level. Information-processing skills received the lowest scores on both questionnaires and represented a prominent limitation when students were required to select, organize, transform, and verify information. In technology-supported learning environments, students performed better in accessing and submitting learning tasks but experienced difficulties in using feedback, monitoring their progress, and employing artificial intelligence to support learning. Across the six participating schools, differences by school location were found in all three data sources. Grade-level differences were identified in student self-assessments and test results, whereas no gender differences were found. These findings highlight the need to develop learning skills through specific learning tasks, explicit procedural guidance, the gradual reduction of support, and the purposeful use of technology.

Thực trạng tiếp cận học tập của học sinh một số trường trung học phổ thông khu vực Bắc Trung Bộ

Nguyễn Thị Hà, Phan Minh Tiến, Hồ Văn Dũng, Lê Văn Khuyến, Mai Thị Thanh Thủy — Thu, 05 Nov 2026 00:00:00 +0700

In high school education, the way students approach learning tasks is linked to the quality and depth of the learning process. This study aims to describe the current state of learning approaches and analyze differences in these approaches between 11th and 12th-grade students in several high schools in the North Central region of Vietnam. A cross-sectional survey was conducted with 3,027 students using the 20-item R-SPQ-2F scale, which comprises two subscales: deep approach and surface approach. The results indicate that students tend to employ deep learning approaches more frequently than surface approaches; however, surface learning behaviors remain significant. Differences in learning approaches between 11th and 12th-grade students were minimal, suggesting that grade level has not yet created a significant distinction in how students approach learning tasks. These findings provide empirical evidence regarding the learning approaches of high school students in the Vietnamese context and underscore the necessity of organizing instruction and assessment in ways that foster deep learning while minimizing surface learning behaviors.

Thực trạng bản sắc nghề nghiệp giáo viên của sinh viên năm thứ nhất ngành Giáo dục Tiểu học, Trường Đại học Sư phạm Thành phố Hồ Chí Minh

Nguyễn Thị Hồng, Vương Thị Luận — Thu, 05 Nov 2026 00:00:00 +0700

Teacher professional identity begins to develop during the early stages of teacher education and plays an important role in shaping preservice teachers’ professional development. This study examines manifestations of teacher professional identity and gender differences among first-year Primary Education students at Ho Chi Minh City University of Education. A cross-sectional survey was conducted with 297 students, comprising 52 men and 245 women, selected through convenience sampling. Data were collected using a questionnaire developed by selecting several items from the Teacher Identity Measurement Scale (TIMS) by Hanna et al. (2020) and adding items related to professional commitment and professional values. The data were analyzed using Cronbach’s alpha, exploratory factor analysis, descriptive statistics, and an Independent-samples T-test. After one item with an insufficient factor loading was removed, the questionnaire retained 24 items across five factors. The five-factor solution explained 79.985% of the total variance. Mean scores for the five factors ranged from 4.05 to 4.32. Perceptions of professional tasks had the highest mean, whereas professional self-efficacy had the lowest. No statistically significant differences were detected between male and female students across any of the five factors (p > .05). The findings suggest a need to strengthen teaching-related experiential and practicum activities to help preservice teachers develop confidence in their professional capabilities throughout teacher education.

Động cơ nghiên cứu khoa học của sinh viên tại Thành phố Hồ Chí Minh: Giá trị dự báo của niềm tin năng lực nghiên cứu và tư duy mở chủ động

Lê Thị Mai Liên, Huỳnh Huế Nhi Nhi, Giang Thiên Vũ — Thu, 05 Nov 2026 00:00:00 +0700

In the context of higher education increasingly emphasizing the development of research competencies, understanding students’ motivations for scientific research is crucial for enhancing the quality of both education and research. This study described university students’ scientific research (SR) motivation and examined the predictive value of research self-efficacy and actively open-minded thinking for each motivational component. A quantitative, cross-sectional survey was conducted with 410 conveniently sampled students from six disciplinary fields in Ho Chi Minh City; data were analysed using exploratory and confirmatory factor analysis, repeated-measures ANOVA, t-tests, ANOVA, Pearson correlation and multiple regression. SR motivation was confirmed as a three-component construct with a clear hierarchy: intrinsic motivation (M = 3.74) exceeded extrinsic motivation (M = 3.66) and failure avoidance (M = 3.29). Research self-efficacy positively predicted intrinsic (β = 0.573) and extrinsic (β = 0.465) motivation but not failure avoidance, whereas actively open-minded thinking negatively predicted failure avoidance (β = -0.346) only. The study provides evidence that approach and avoidance motivation in student research operate as two relatively independent systems governed by different psychological factors, together with the first quantitative data on the failure-avoidance dimension among Vietnamese students.