Tạp chí Giáo dục

Phát triển và áp dụng bộ công cụ đánh giá năng lực giao tiếp, hợp tác và trách nhiệm nghề nghiệp của sinh viên y khoa theo chuẩn đầu ra

Vũ Thị Thu Hằng, Nguyễn Hữu Cương, Kim Bảo Giang — Tue, 30 Jun 2026 00:00:00 +0700

Competency-based medical education (CBME) requires the assessment of program learning outcomes (PLOs) to be strictly aligned with clinical practice using appropriate measurement tools. This study aims to develop, apply, and evaluate the feasibility of a standardized tool for assessing PLO. Communication, collaboration, autonomy, and professional responsibility competencies among medical students at Hai Phong University of Medicine and Pharmacy. The assessment revealed that 100% of the participating students successfully achieved the PLO benchmarks. However, a distinct stratification in proficiency levels emerged: 190 students (68.35%) achieved an excellent level, 83 students (29.86%) reached a good-to-very-good level, and 5 students (1.79%) performed at an average level, with no students falling into the unsatisfactory category. Students demonstrated strong performance in basic communication with patients and relatives, as well as effective teamwork with peers. Qualitative analysis elucidated that this variation in competency was primarily driven by individual attributes, prior practical experience, and the degree of active participation in clinical rotations. This study confirms that the standardized behavioral checklist is a feasible and highly discriminative instrument for evaluating soft skills and professional attitudes in medical students. The findings indicate that the current learning and clinical practice environments provide supportive conditions for cultivating competencies required by PLO. To further improve training quality, the curriculum should continue integrating contemporary competency assessment frameworks and track student progress through longitudinal tracking.

Nhận thức của sinh viên ngành Giáo dục mầm non về các rào cản trong giao tiếp bằng tiếng Anh: Nghiên cứu tại hai trường đại học ở Hà Nội

Đặng Út Phượng, Nguyễn Thị Mai Thương — Tue, 30 Jun 2026 00:00:00 +0700

This cross-sectional study examined Early Childhood Education students' perceptions of barriers to communicating in English at two universities in Hanoi. Data from 473 valid questionnaires were analyzed using reliability analysis, confirmatory factor analysis (CFA), the heterotrait-monotrait ratio (HTMT), descriptive statistics, Friedman and Wilcoxon tests, and one-way ANOVA with Tukey post-hoc comparisons. The 15-item instrument supported a three-correlated-domain model comprising linguistic, psychological, and learning-environment barriers (χ²(87) = 359.86, CFI = .952, TLI = .942, RMSEA = .082, SRMR = .045); standardized loadings ranged from .769 to .865. HTMT between linguistic and psychological barriers was .883, indicating substantial conceptual overlap. The overall reported barrier score was above the scale midpoint (M = 3.643, SD = .687). Linguistic barriers had the highest mean (M = 3.700), although differences across domains were very small (Kendall's W = .017). Students with lower self-rated English communication ability reported higher barriers, F(3,469) = 11.331, p < .001, η² = .068. The findings provide evidence supporting a profession-sensitive three-domain approach to interpreting future preschool teachers’ self-reported barriers to communicating in English; however, the cross-sectional self-report design does not permit causal inference or replace direct assessment of communicative performance.

Năng lực giải quyết vấn đề của trẻ mẫu giáo 5-6 tuổi: Một nghiên cứu tại Thành phố Hồ Chí Minh

Đỗ Chiêu Hạnh, Phạm Bích Thủy, Trần Tuyến, Vũ Thị Thanh Huyền — Tue, 30 Jun 2026 00:00:00 +0700

Problem-solving skills are one of the fundamental competencies that need to be developed in preschool children, especially 5-6 year olds, contributing to preparing them for learning at subsequent educational levels and for lifelong learning. This study uses a quantitative method with a cross-sectional survey design on 370 5-6 year old preschool children to assess the current state of problem-solving skills among 5-6 year old preschool children in Ho Chi Minh City. The children were directly assessed using the Vietnamese version of the Problem-Solving Skills Scale (PSSS), which measures ten component competencies of problem-solving competence. The results indicated that the children obtained a mean Problem Solving Skills Scale (PSSS) score of 29.65 out of 50 (SD = 5.78; 95% CI [29.06, 30.24]), corresponding to Band III -In need of help and support with problem-solving according to the PSSS classification. Among the ten problem-solving skill components assessed, children achieved the highest mean score in Definition (M = 3.75) and the lowest mean score in Select (M = 1.94). Regarding the distribution across the PSSS bands, 20.8% of the children were classified in Band I -Generally good at solving problems; 25.7% in Band II -Partially in need of help and support with problem-solving; 27.3% in Band III -In need of help and support with problem-solving; and 26.2% in Band IV -In need of definitely considerable help and support with problem solving. The findings provide practical evidence to support the development of educational interventions aimed at enhancing problem-solving competence among 5-6-year-old preschool children.

Đề xuất tiến trình tổ chức hoạt động nghiên cứu khoa học, kĩ thuật nhằm phát triển năng lực giải quyết vấn đề và sáng tạo cho học sinh trung học phổ thông

Đỗ Hùng Dũng, Đặng Thị Thu Hiền — Tue, 30 Jun 2026 00:00:00 +0700

In the context of implementing the 2018 General Education Program and promoting STEM education, scientific and technical research activities are increasingly seen as an important form of education to develop competencies for high school students. However, current research mainly focuses on the role or organizational models of scientific and technical research activities, while research proposing a process for organizing these activities based on the characteristics of scientific research and oriented towards developing problem-solving and creative abilities is limited. This study aims to propose a process for organizing scientific and technical research activities to cultivate problem-solving and creative abilities in high school students. The study uses methods of document analysis and synthesis and theoretical development to analyze the characteristics of scientific and technical research activities, manifestations of problem-solving and creative abilities, the requirements of the 2018 General Education Program, and the principles for designing the process of organizing these activities. Based on this, the study proposes a nine-step process for organizing scientific and technical research activities and illustrates its application through the topic "Introduction to Electronics" (Physics 11). The research results contribute to supplementing the theoretical basis and providing reference materials for teachers in organizing scientific and technical research activities oriented towards developing competencies for high school students.

Tích hợp tiếng Anh trong dạy học Mĩ thuật ở tiểu học nhằm góp phần hình thành môi trường ngôn ngữ thứ hai

Đỗ Thị Duyên, Trần Thị Bích Diệp, Trần Thị Thảo — Tue, 30 Jun 2026 00:00:00 +0700

In the context of English education, particularly the implementation of English as a second language in schools, creating opportunities for students to use English across different learning activities has become an important requirement. Art education, with its experiential and creative characteristics, provides favorable conditions for integrating English into the learning process. This study analyzes the theoretical basis and practical potential of integrating English primary school art education. The findings indicate that English can be integrated through vocabulary instruction, classroom commands, creative activities, technology application, and the development of a bilingual learning environment. Integrating English into art education is feasible and suitable for primary school students. This approach not only supports language development but also contributes to the formation of a flexible and sustainable second-language environment in schools.

Xây dựng và sử dụng bài tập phát triển năng lực vận dụng kiến thức, kĩ năng đã học trong dạy học nội dung “Sinh thái học và môi trường” (Sinh học 12)

Đoàn Thị Thúy, Nguyễn Thị Hằng Nga, Nguyễn Ngọc Mưu — Tue, 30 Jun 2026 00:00:00 +0700

In the context of educational reform oriented towards competency development, building a system of exercises linked to practical applications to develop students’ competency to apply learned knowledge and skills is an urgent requirement in teaching Biology. This research uses a mixed-methods approach, combining theoretical research, design research, expert and teacher surveys, and pedagogical experiments to build and evaluate the process of designing and using exercises to develop students' ability to apply knowledge and skills. The research results proposed a four-component structure for the ability to apply knowledge and skills, a five-step exercise construction process, and a four-step exercise application process; it also developed illustrative examples. Expert surveys showed that the process was evaluated as scientific, logical, and feasible. A pedagogical experiment conducted on 162 12th-grade students also confirmed that using the proposed exercise system contributes to improving students' competency to apply knowledge and skills. This article contributes to supplementing the theoretical basis and providing tools to support teachers in teaching according to the competency-based approach.

Khả năng tiếp cận học liệu quốc tế của sinh viên ngành Giáo dục mầm non, Trường Đại học Thủ đô Hà Nội: Thực trạng và giải pháp

Dương Thị Thanh Thảo — Tue, 30 Jun 2026 00:00:00 +0700

In the context of international integration and digital transformation in education, developing the competence to access international learning resources has become an essential requirement for Early Childhood Education students to enhance learning quality, research competence, and teacher preparation. This study employed a theoretical research approach combined with a questionnaire survey of 160 students at Hanoi Metropolitan University to examine the current situation of accessing and using international learning resources among Early Childhood Education students. It also analyzed the difficulties encountered by students, identified their support needs, and proposed several measures to improve their access to international learning resources. The findings indicate that students use international learning resources infrequently and face considerable challenges, particularly in English for academic purposes, as well as in searching for and evaluating information sources. Nevertheless, most students demonstrated positive attitudes and expressed a strong demand for support in improving their ability to access and utilize international learning resources. The findings highlight the necessity of strengthening students' competence to access international learning resources and provide practical evidence for teacher education institutions to develop strategies that promote the effective integration of international learning resources into teaching and learning.

Giáo dục công nghiệp văn hóa qua học liệu di sản dân tộc thiểu số: Nghiên cứu tại một số cơ sở giáo dục đại học vùng Trung du và miền núi phía Bắc

Tue, 30 Jun 2026 00:00:00 +0700

As cultural industries increasingly become a key economic driver and a pillar of national soft power, universities face growing pressure to train graduates capable of turning heritage into creative products and services. This study develops and tests a model linking heritage learning materials, heritage awareness, cultural creativity competency, cultural industry competency, and students’ intention to participate in cultural industries. Using an exploratory sequential mixed-methods design, we combined qualitative fieldwork across seven provinces in Vietnam’s Northern Midlands and Mountainous Region with a quantitative survey of 426 students at four universities in the region.

CFA and SEM results reveal a fairly tight chain of effects: heritage learning materials strongly shape heritage awareness, which in turn builds students' cultural creativity and cultural industry competency. Notably, however, cultural industry competency does not directly translate into intention to enter the field. Instead, it is heritage learning materials and cultural creativity competency that drive students toward this career path. These findings not only affirm the role of heritage education in preparing a cultural-industries workforce, but also raise deeper questions regarding the mechanisms by which student’s professional competencies translate into genuine career intentions.

Xây dựng khung năng lực giao tiếp sư phạm cho sinh viên trong bối cảnh dạy học bằng tiếng Anh

Hoàng Minh Phượng, Ngô Thị Kim Hoàn — Tue, 30 Jun 2026 00:00:00 +0700

In the context of the increasingly widespread implementation of English-medium instruction (EMI) in contemporary education, developing pedagogical communication competency for pre-service teachers has become a critical requirement. This study aims to propose a comprehensive competency framework for pedagogical communication in EMI contexts, grounded in theories of communicative competence, pedagogical content knowledge, and content and language integrated learning (CLIL). Using a qualitative approach based on theoretical analysis and model construction, the study identifies four core components: (1) English language use in teaching, (2) pedagogical interaction, (3) communication adjustment in bilingual settings, and (4) intercultural communicative competence. Each component is operationalized through specific behavioral indicators and developmental levels. The proposed framework contributes to the theoretical foundation of teacher education in EMI contexts and provides a practical reference for curriculum design, training, and assessment of pre-service teachers in the context of educational internationalization. Unlike prior frameworks developed for monolingual settings, the novelty of this study lies in integrating language competence, pedagogical competence, and intercultural competence into a single framework tailored to EMI contexts; it should be noted that the framework is a conceptual model that has not yet undergone empirical validation.

Chất lượng phản hồi, tiếp nhận phản hồi và hoạt động học tập tự điều chỉnh của sinh viên: Tổng quan lí thuyết và đề xuất mô hình nghiên cứu

Lê Thái Hưng, Trần Thị Thu Hương, Phạm Thị Yến, Phạm Thùy Trinh — Tue, 30 Jun 2026 00:00:00 +0700

In higher education, feedback plays a crucial role in helping students identify requirements, adjust their learning methods, and improve their performance on tasks. This paper employs a qualitative research method, analyzing and synthesizing domestic and international literature on feedback in teaching, the reception and application of feedback, students' feedback competence, and self-regulating learning. From 126 initial documents, after removing duplicates and reviewing titles, abstracts, and full texts, the study selected 18 suitable documents for analysis into three main thematic groups. The overall results show that research on feedback has shifted from viewing it as a one-way information transmission to a learning process involving active student participation. Based on this, the study proposes a model consisting of three components: faculty feedback in teaching, students' reception and application of feedback, and students' learning activities. The model emphasizes the mediating role of feedback reception and application in the relationship between feedback quality and self-regulating learning behaviors. The results provide a theoretical framework for further empirical research in higher education.

Quản lí hoạt động tự đánh giá chương trình đào tạo đại học theo bộ tiêu chuẩn AUN-QA: Nghiên cứu thực trạng tại Trường Đại học Sư phạm - Đại học Huế

Lê Văn Thăng, Đặng Hải Pháp — Tue, 30 Jun 2026 00:00:00 +0700

Programme self-assessment under the ASEAN University Network Quality Assurance framework is a key component of internal quality assurance in higher education. This study examines the current management of undergraduate programme self-assessment at the University of Education, Hue University through a descriptive survey of 156 administrators, lecturers, and staff, supplemented by professional exchanges with experienced managers. Results show that management is implemented at a fairly good level. Organising implementation and directing implementation are relatively stronger, whereas planning and inspection-evaluation remain less effective, especially in specifying objectives and timelines, aligning resources with tasks, monitoring corrective actions, and supervising improvement plans. The main challenge lies not in whether self-assessment is conducted, but in the substantive governance of the full self-assessment cycle. The study provides empirical evidence for a regional-member teacher education institution and suggests priorities for improving planning feasibility, evidence management, and follow-up monitoring after self-assessment.

Xây dựng quy trình thiết kế đề kiểm tra trắc nghiệm môn Toán với sự hỗ trợ của trí tuệ nhân tạo tạo sinh: Nghiên cứu trường hợp sinh viên Sư phạm Toán tại Trường Đại học Hùng Vương, Phú Thọ

Lưu Thị Thu Huyền, Nguyễn Huyền Trang, Nguyễn Thị Định — Tue, 30 Jun 2026 00:00:00 +0700

The rapid development of generative artificial intelligence (GenAI) has created an urgent need to integrate this tool into teacher education programs. This study proposes and experimentally tests a process for guiding pre-service mathematics teachers at Hung Vuong University, Phu Tho in using GenAI to design multiple-choice mathematics tests. Findings from a trial involving final-year students indicate that this process is initially feasible and significantly improves test quality, particularly in the ability to diagnose student errors. The findings highlight the potential of generative artificial intelligence (GenAI) to support the development of pre-service mathematics teachers’ assessment design competence. They also provide practical implications for integrating GenAI into teacher education programs to meet the demands of assessment reform in general education.

Một số biện pháp dạy học chủ đề “Phương pháp tọa độ trong mặt phẳng” (Toán 10) nhằm phát triển năng lực giải quyết vấn đề trên môi trường số cho học sinh

Nguyễn Chí Thành, Nguyễn Anh Thư, Quách Thị Sen — Tue, 30 Jun 2026 00:00:00 +0700

In the context of digital transformation in education, developing problem-solving skills in a digital environment for students has become a crucial requirement in mathematics teaching. This research has identified a competency structure comprising four component competencies with 10 behavioral manifestations, and proposed two teaching methods for the topic “Coordinate Methods in the Plane” (Mathematics 10) to develop problem-solving skills in a digital environment for students. Through illustrative examples, the proposed methods create opportunities to develop problem-solving skills in a digital environment for students, especially in selecting, exploiting, adjusting, and evaluating the effectiveness of using digital tools to solve mathematical problems. This paper contributes to providing a theoretical basis and practical orientation for designing mathematics teaching activities that integrate digital tools with a competency-based approach. It also serves as a reference document for teachers in organizing teaching and learning activities to meet the requirements of the 2018 General Education Program and the trend of digital transformation in education.

Xây dựng và sử dụng tình huống giáo dục an toàn trong cuộc sống trong dạy học môn Tự nhiên và Xã hội ở tiểu học

Nguyễn Hồng Chiến, Phan Thị Hồng The, Nguyễn Thị An, Đặng Huyền Trang — Tue, 30 Jun 2026 00:00:00 +0700

Life safety education is an important component of the Natural and Social Sciences subject in primary school, contributing to students' ability to identify risks and develop skills to cope with unsafe situations in practice. This research aims to propose principles and procedures for constructing life safety education scenarios in the teaching of Natural and Social Sciences in primary school. The paper uses a theoretical research method combined with analysis of the curriculum, textbooks, and related materials to propose principles and procedures for constructing and using life safety education scenarios. The research results have identified the role of life safety education scenarios in teaching; proposed five principles for constructing scenarios, a three-step construction process, and a four-step usage process; and constructed several illustrative scenarios related to life safety education content in the Natural and Social Sciences subject in primary school. The research results contribute to supplementing the theoretical basis and providing a reference for teachers in designing and organizing lessons, thereby contributing to improving the effectiveness of safety education in line with the development of students' qualities and competencies.

Thực trạng quản lí hoạt động tư vấn tâm lí cho học sinh, sinh viên ở Trường Cao đẳng Kiến trúc - Xây dựng Thành phố Hồ Chí Minh

Nguyễn Kim Nhân Hậu, Trần Thanh Bình — Tue, 30 Jun 2026 00:00:00 +0700

Managing psychological counseling is important for supporting learners and coordinating resources in vocational education institutions. This study examined the management of psychological counseling for students at Ho Chi Minh City College of Architecture and Construction through a cross-sectional descriptive design, combining a survey of 121 participants with semi-structured interviews involving eight participants. The findings showed strong awareness of the importance of management, while planning, implementation, monitoring, evaluation, and improvement were generally rated at a moderate level. Career counseling received greater attention, whereas mental health care, stakeholder coordination, and early support remained limited. The study therefore proposes improving planning, coordination mechanisms, staff competence, implementation conditions, and the use of evaluation results for improvement. The findings provide additional empirical evidence and a practical basis for strengthening the management of psychological counseling in colleges.

Thấu cảm trong tư duy thiết kế: Cơ sở lí luận và hàm ý đối với giáo dục trẻ mẫu giáo 5-6 tuổi

Nguyễn Sỹ Thư, Phan Tú Anh — Tue, 30 Jun 2026 00:00:00 +0700

In the context of educational reform oriented towards developing qualities and competencies, empathy is increasingly seen as a crucial competency for the holistic development of children, and also as the foundation of design thinking. However, research on the role of empathy in design thinking and its implications for the education of 5-6 year old preschool children in Vietnam is limited. This study uses an integrated review method, analyzing and systematizing 35 domestic and international documents to clarify the concept, structure, role of empathy in design thinking, and its significance for the education of 5-6 year old preschool children. The results show that empathy consists of two components, emotional and cognitive, playing a fundamental role in the design thinking process; 5-6 year old preschool children have many opportunities to develop this competency through experiential activities, communication, cooperation, and problem-solving. Simultaneously, developing empathy contributes to promoting socio-emotional education and forming qualities and competencies according to the Preschool Education Program. Based on this, the article proposes some implications for organizing educational activities to develop empathy in children in preschools. The research contributes to clarifying the role of empathy in preschool education and suggests directions for applying design thinking in organizing educational activities for children.

Các yếu tố ảnh hưởng đến quyết định chọn trường đại học của sinh viên năm thứ nhất: Nghiên cứu trường hợp tại Đại học Trà Vinh

Nguyễn Minh Hòa, Nguyễn Thành Gia, Phạm Hiệp Cường — Tue, 30 Jun 2026 00:00:00 +0700

University choice is shaped by a range of factors related to students, higher education institutions, and the broader social environment. This study examined the factors influencing first-year students' decision to choose Tra Vinh University and analysed differences by gender, place of residence, and field of study. A quantitative cross-sectional design was employed with 3,306 first-year students enrolled in the 2025-2026 academic year. Data were collected using a 26-item questionnaire and analysed through descriptive statistics, independent-samples t tests, analysis of variance, Pearson correlation, and multiple linear regression. The results indicated that institutional conditions and reputation, employment opportunities, and communication activities were positive statistical predictors of university choice, with institutional conditions and reputation emerging as the strongest predictor. Gender differences were found only in the evaluation of employment opportunities, whereas differences by place of residence were observed across all study variables. Differences by field of study were identified in institutional conditions and reputation, employment opportunities, and interpersonal factors. The study adds empirical evidence on university choice in the Mekong Delta and provides a reference for student recruitment, institutional communication, and career guidance in higher education institutions.

Quản lí hoạt động kiểm tra, đánh giá môn Tiếng Anh ở các trường tiểu học công lập phường Vườn Lài, Thành phố Hồ Chí Minh

Nguyễn Ngọc Ngân, Trần Thế Lư — Tue, 30 Jun 2026 00:00:00 +0700

Reforming English language testing and assessment in primary schools necessitates improving management practices to support student progress. This paper assesses the current situation and proposes management measures at six public primary schools in Vuon Lai Ward, Ho Chi Minh City. A mixed design was used, combining a survey of 125 administrators, subject heads, and English teachers with interviews with 18 respondents and on-site observation. The results show that administrators and teachers have a positive understanding of the role of assessment, and that management processes following the PDCA cycle are generally well implemented. However, the organization of student self-assessment, the use of qualitative assessment methods, classroom monitoring, and the provision of certain technological and equipment conditions are more limited than other aspects. Based on that, the study proposes six management measures, all of which are assessed as very urgent and highly feasible, thereby providing a reference basis for improving the management of English language testing and assessment activities in primary schools.

Khung phân tích sử dụng học liệu số trong dạy học ở trường phổ thông theo tiếp cận CIPO

Dư Thống Nhất, Nguyễn Như Quỳnh Anh — Tue, 30 Jun 2026 00:00:00 +0700

In the context of educational digital transformation and the implementation of the 2018 General Education Curriculum, digital learning resources have become an important pedagogical resource for renewing teaching activities in general schools. This article systematizes theoretical issues and proposes a CIPO-based analytical framework for the use of digital learning resources in teaching. The findings clarify the concept, role, requirements, and types of digital learning resources, and define their use as teachers’ process of selecting, designing, adapting, organizing the exploitation of, and evaluating digital learning resources to support students’ learning tasks and competence development. The proposed framework identifies Context and Input as enabling conditions, Process as the core pedagogical sequence of teacher actions, and Output as learning and teaching outcomes.

Quản lí bồi dưỡng năng lực số cho giảng viên các Học viện Công an nhân dân trong bối cảnh chuyển đổi số: Một phân tích tổng quan

Nguyễn Phạm Mạnh Hùng, Bùi Minh Đức, Nguyễn Thị Minh Nguyệt — Tue, 30 Jun 2026 00:00:00 +0700

In the context of digital transformation, digital competence has become an important component of lecturers’ professional competence. This article employs a scoping review approach to systematize 31 domestic and international studies on digital competence, digital competence development, and the management of digital competence development for lecturers, with attention to the specific context of the People’s Public Security Academies. The review indicates that lecturers’ digital competence is a complex professional competence comprising technological competence, digital pedagogy, learning material design, digital assessment, digital ethics, information security, data competence, and professional development. The findings also show that existing studies have mainly focused on concepts, competence frameworks, and training content, while the management of digital competence development as a cycle, including standard identification, needs assessment, implementation, condition assurance, evaluation, and improvement, has not been sufficiently examined. In the context of the People’s Public Security Academies, political, legal, professional, disciplinary, information security, and data management requirements create a need to develop a management model for digital competence development that is appropriate to the specific characteristics of the sector.

Giảng dạy tiếng Anh như ngôn ngữ thứ hai trong trường học: Kinh nghiệm tại Singapore, Philippines, Nam Phi và hàm ý chính sách cho Việt Nam

Nguyễn Thị Hảo, Vũ Thị Quỳnh Nga — Tue, 30 Jun 2026 00:00:00 +0700

Resolution No. 71-NQ/TW, dated August 22, 2025, of the Politburo on Breakthroughs in Education and Training has set forth requirements to strengthen foreign language education and gradually establish English as a second language in schools, thereby revolutionizing the teaching and learning of English. English has evolved from a required subject into a tool for teaching other subjects. This shift has been taking place in many countries around the world since the 1990s in various forms. During the initial phase of this transition, difficulties and challenges arose due to both subjective and objective factors, with teachers’ ability to teach in English playing a central role. Using a review, analysis, and comparison approach, this article examines the experiences of Singapore, the Philippines, and South Africa in using English as a second language in schools from a policy perspective. Consequently, the paper offers several lessons for Vietnam in the process of policy formulation and enhancing the effectiveness of English teaching and learning, thereby contributing to advancing the process of making English a second language in teaching and learning at educational institutions in the new context. The research findings provide a scientific foundation for studies on the teaching of English as a second language in schools, as well as a practical basis for policy-making and the implementation of the making English the second language in schools during 2025-2035, with a vision to 2045” project.

Thực trạng quản lí giáo dục đạo đức nghề nghiệp cho sinh viên ngành Điều khiển tàu biển: Nghiên cứu tại một số trường cao đẳng

Nguyễn Thị Hồng Lê, Nguyễn Xuân Thanh — Tue, 30 Jun 2026 00:00:00 +0700

In the context of international integration, the requirement for professional ethics is becoming increasingly important for students majoring in Maritime Navigation. This article surveys the current state of professional ethics education management for Maritime Navigation students in colleges to clarify the level of implementation of management functions within the schools. The research uses a combination of document analysis and synthesis and a survey questionnaire with a 5-point Likert scale for management staff, lecturers, students, and representatives of employers. Data was processed using SPSS 20.0 software; the Cronbach's Alpha coefficient of the scales ranged from 0.815 to 0.897, ensuring the reliability of the survey tool. The research results show that professional ethics education management is implemented at a fairly good level, but there are still limitations in inspection, evaluation, application of information technology, and ensuring the conditions for implementation. The research findings contribute to supplementing the practical basis for innovating the management of professional ethics education in the context of international integration.

Phát triển năng lực giao tiếp sư phạm cho sinh viên theo tiếp cận trải nghiệm: Nghiên cứu thực nghiệm

Hoàng Minh Phượng, Vũ Lệ Hoa — Tue, 30 Jun 2026 00:00:00 +0700

In the context of competence-oriented educational reform, pedagogical communication competence (PCC) is identified as a core competence for teachers. However, current teacher training practices show limited development of PCC among students, largely due to an approach that prioritizes knowledge transmission over professional experience. This paper addresses PCC development through the lens of experiential learning theory, aiming to clarify the theoretical basis, propose a development model, and verify its effectiveness via empirical research. A quasi-experimental design was employed with 120 pre-service teachers, divided into experimental and control groups. Data collection tools included questionnaires, observation checklists, reflective journals, and in-depth interviews. Statistical analysis revealed that the experimental group demonstrated significant and superior improvement in PCC compared to the control group following the intervention (t = 5.24; p = 0.000 < 0.05; Cohen’s d = 0.96). Additionally, the study proposes a competency framework and assessment rubric for PCC based on the experiential approach, incorporating qualitative analysis of reflective journals to illustrate students' self-regulation competences. The findings provide a scientific and practical basis for reforming teacher training toward competence development.

Động lực tự điều chỉnh trong cải thiện kĩ năng nói tiếng Anh của sinh viên ngành Giáo dục mầm non

Đặng Út Phượng, Trần Thị Kim Liên — Tue, 30 Jun 2026 00:00:00 +0700

Currently, with the demand for English at all educational levels, students majoring in Early Childhood Education not only need basic English communication skills but also the ability to access international early childhood education materials, use songs, games, storytelling, simple instructions, and interact appropriately with children in English. This cross-sectional descriptive-correlational study examined self-reported motivational regulation strategies for improving English speaking among 473 Early Childhood Education students from two Vietnamese universities. A 24-item Vietnamese adaptation of the Self-Regulated Motivation for Improving Speaking English as a Foreign Language scale was organized a priori into four theory-based dimensions: task value activation, regulation of the learning environment, regulation of affect, and regulation of the classroom environment. Internal consistency was high (α = .908-.931; total α = .967), although the factor structure was not revalidated in this sample; therefore, dimension-level results are interpreted descriptively. The overall mean was 3.525 (SD = .645). Task value activation had the highest descriptive mean (M = 3.706), whereas regulation of the learning environment had the lowest (M = 3.418). Correlations among dimensions ranged from .637 to .820, indicating substantial overlap that may partly reflect common-method variance. English language enjoyment showed the strongest bivariate association with the overall score, although the relationship remained weak. (rho = .244, p < .001). The findings reflect self-reports rather than speaking proficiency or causal policy effects.

Rào cản tiếp cận dịch vụ chăm sóc sức khỏe tâm thần của người cao tuổi tại các cơ sở chăm sóc tập trung trên địa bàn Thành phố Hà Nội và một số yếu tố tâm lí - xã hội liên quan

Nguyễn Thị Huệ, Nguyễn Thu Trang — Tue, 30 Jun 2026 00:00:00 +0700

Elderly people in care facilities are a vulnerable population group with a high prevalence of mental health disorders, yet their access to mental health services remains limited, especially in developing countries. This study used a descriptive cross-sectional design, combining standardized measures and multiple linear regression analysis to identify barriers and related factors in 372 elderly individuals at four care facilities in Hanoi. The results showed that the biggest barrier was limited awareness of mental health and a lack of understanding of care services. Factors that reduced access barriers included awareness of social support, self-confidence, and frequency of family contact. The results highlight the role of social workers in raising awareness, strengthening support networks and family connections, and show that psychosocial factors are more significant than demographic characteristics in explaining barriers to accessing mental health services for the elderly in centralized care facilities in Vietnam.

Phát triển năng lực thiết kế và tổ chức hoạt động cho học sinh tiểu học trong môi trường giáo dục có sử dụng tiếng Anh

Nguyễn Huyền Trang, Trần Thị Hà Giang — Tue, 30 Jun 2026 00:00:00 +0700

An English-mediated educational environment serves as a context for developing students’ competence in designing and organizing activities, enabling them to enhance their foreign language use through purposeful engagement in activities aligned with their psychological and cognitive characteristics. This paper focuses on researching the development of design and organizational skills in primary school students within an English-mediated educational environment to meet the requirements of educational reform and the orientation towards increasing the use of English as a second language in general schools. The paper adopts a literature review approach, analyzing and synthesizing Vietnamese educational policies and related scientific works, thereby proposing some directions for developing design and organizational skills in primary school students within an English-speaking educational environment. The research results contribute to providing a theoretical basis and practical guidance for teachers in organizing experiential activities to develop the competence to design and organize activities for primary school students in the context of current educational reforms.

Tự đánh giá và cải tiến liên tục trong cơ sở giáo dục đại học: Phân tích từ các khuyến nghị kiểm định chất lượng giáo dục

Nguyễn Thị Hương Trà, Lê Quang Sơn — Tue, 30 Jun 2026 00:00:00 +0700

Self-assessment is an important component of internal quality assurance systems in higher education institutions. However, in practice, it may still tend to focus more on preparing documents and evidence for accreditation than on promoting continuous improvement. This study analyses accreditation recommendations related to self-assessment and continuous improvement in higher education institutions in Central Vietnam, with the aim of identifying how the self-assessment–improvement cycle is reflected in recommendation data. The study uses directed content analysis based on the AUN-QA Internal Quality Assurance Framework, combined with thematic analysis. From 3,268 recommendation units in 38 resolutions on the appraisal of institutional quality assessment results, the study identified 441 units related to self-assessment and continuous improvement. The findings show six main themes: establishing conditions for self-assessment; conducting internal evaluation; analysing post-evaluation findings; developing improvement plans; monitoring and documenting improvement; and evaluating the effectiveness of improvement. Within the recommendation data, the self-assessment–improvement cycle is reflected more clearly in the stages of preparation, evaluation, and planning, whereas analysis, monitoring, evidence documentation, and evaluation of improvement effectiveness are mentioned less frequently. The study proposes an approach that uses accreditation recommendation data as a feedback channel for internal quality assurance systems, thereby supporting the transformation of self-assessment from an accreditation-oriented activity into a mechanism for continuous improvement.

Phát triển năng lực dạy học song ngữ cho sinh viên sư phạm theo tiếp cận CLIL: Một nghiên cứu thực nghiệm

Nguyễn Thị Huyền, Nguyễn Thị Thanh Hồng, Lê Diên Phương — Tue, 30 Jun 2026 00:00:00 +0700

In the context of Vietnam implementing the policy of introducing English as a second language in schools, developing bilingual teaching competence for pre-service teachers has become increasingly urgent to meet the demands of educational reform. However, in practice, students still face limitations in using English for subject-specific instruction and lack experience in applying integrated teaching approaches. This study aims to evaluate the effectiveness of the CLIL approach using a mixed-methods design with a quasi-experimental model on a sample of 250 participants. The findings indicate that CLIL significantly enhances students’ bilingual teaching competence, particularly in integrating content and language, designing instructional materials, and organizing teaching activities in English. At the same time, the study identifies several challenges, including language anxiety, insufficient teaching materials, and limited CLIL training. The study confirms that CLIL is an effective approach in teacher education and proposes a competency framework and a bilingual teacher training model appropriate to the Vietnamese context.

Cảm nhận hạnh phúc học đường của học sinh phổ thông: Sự khác biệt theo cấp học, địa bàn và các khuyến nghị cải thiện

Nguyễn Hoàng Bảo Ngọc, Sái Công Hồng — Tue, 30 Jun 2026 00:00:00 +0700

School happiness has increasingly emerged as a significant concern in contemporary education. This study aimed to examine differences in students’ perceived school happiness across educational levels and geographical areas, and to identify priority indicators for improvement to enhance students’ school happiness. A total of 7,564 students from three educational levels across five provinces/cities completed a 42-item questionnaire designed to assess general education students’ perceptions. The collected data were analyzed using descriptive statistics, analysis of variance (ANOVA), and the Priority Index for improvement. The findings indicated that the overall Happy School score reached 4.326 out of 5, suggesting a generally positive evaluation among students. In addition, statistically significant differences in the overall score were found by educational level and geographical area. Specifically, the score showed a decreasing trend from primary to upper secondary education, while students in rural areas reported higher school happiness than those in urban and mountainous areas. The priority areas for improvement reflected both common issues across the three educational levels and specific concerns associated with each level. Based on these findings, several recommendations are proposed to support schools in using assessment results as an evidence-based management tool for improving the quality of the school environment.

Biện pháp xây dựng môi trường học tập song ngữ thông qua môn Mĩ thuật ở tiểu học, góp phần đưa tiếng Anh trở thành ngôn ngữ thứ hai trong trường học

Nguyễn Thị Mai Anh, Ngô Thị Kim Hoàn — Tue, 30 Jun 2026 00:00:00 +0700

The implementation of the project “Making English a second language in schools, 2025-2035, with a vision to 2045” requires the creation of a bilingual learning environment in general education institutions. In this context, Art, with its visual and experiential nature, is considered a favorable environment for integrating language into learning activities. This study uses document analysis and theoretical synthesis to clarify the role of Art in building a bilingual learning environment in primary schools. The results show that Art facilitates students' natural exposure to and use of English through creative activities, communication, and experiential learning. Based on this, the study proposes measures to build a bilingual learning environment through Art. The research results contribute to supplementing the theoretical basis and providing practical suggestions for integrating English into subjects in primary school, contributing to achieving the goal of making English the second language in schools.

Ứng dụng công nghệ và học liệu số trong giáo dục trẻ rối loạn phổ tự kỉ: Tổng quan nghiên cứu và ứng dụng tại Việt Nam

Nguyễn Thị Quỳnh Hoa, Trần Thị Minh Thành — Tue, 30 Jun 2026 00:00:00 +0700

The application of technology and digital learning materials is a key trend for enhancing the quality of education for children with autism spectrum disorder. However, implementation effectiveness in developing countries, such as Vietnam, remains limited due to un-synchronized infrastructure, teacher competencies, and learning materials. This study conducted a structured literature review, collecting and analyzing experimental and review studies. A total of 10 studies were selected to evaluate the effectiveness, trends, and influencing factors. The analysis indicates that assistive technologies, such as Augmentative and Alternative Communication (AAC) systems, mobile applications, virtual reality, and interactive learning materials, initially contribute positively to improving children’s skills (Odom et al., 2015; Maskey et al., 2014). Their effectiveness depends on implementation strategies, the degree of personalization, and teacher competence, while being further influenced by infrastructure conditions and the quality of learning materials. The study contributes to systematizing the scientific basis and proposes strategies to promote the application of technology and digital learning materials in education for children with ASD in Vietnam at three levels: (1) Teachers and schools; (2) Training institutions and professional development; (3) Educational management and learning material development. Future research should conduct large-scale and longitudinal experimental studies in the Vietnamese context to validate and refine technology application models in ASD education.

Cơ sở lí luận và đề xuất khung quản trị hệ sinh thái STEAM (SEMF) trong trường trung học cơ sở

Lê Thị Mai Hoa, Nguyễn Quang Anh, Trần Quỳnh Ngân — Tue, 30 Jun 2026 00:00:00 +0700

In the context of junior high schools promoting STEAM education in response to educational reform and digital transformation, resource management and coordination among stakeholders need to be organized systematically. This paper proposes a framework for managing the STEAM education ecosystem in junior high schools, guided by Resolution No. 57-NQ/TW and Resolution No. 71-NQ/TW of the Politburo. The research uses a systematic literature review method, combining analyses of policy documents and related works grounded in systems thinking. The research results propose a STEAM Ecosystem Governance Framework (SEMF) comprising three concentric circles that reflect the relationships among teaching activities, school management, and family, community, and stakeholder participation. The paper also develops an evaluation rubric at three levels: discrete, integrated, and ecosystem. The proposed framework provides a reference point for organizing, coordinating resources, monitoring, and evaluating the implementation of STEAM education in lower secondary schools.

Bài báo Phát triển năng lực thị giác thẩm mĩ cho học sinh qua dạy học tích hợp Ngữ văn và Tiếng Anh trong đọc hiểu thơ trữ tình ở trường phổ thông

Nguyễn Thị Thu Hằng — Tue, 30 Jun 2026 00:00:00 +0700

Compared to other sensory modalities, vision and hearing play a distinct role in the internalization of aesthetic values. Reading serves as the primary gateway to literary texts, particularly lyric poetry. This interpretive process relies heavily on aesthetic vision, which is defined as the competency to process artistic language in order to identify, decode, and interpret prominent imagery, symbols, and semiotic signs within the text. Developing students' aesthetic vision through the pedagogical integration of Literature and English in lyric poetry comprehension, driven by bilingual terminology and visual aids, enables learners to cross the barrier of artistic language while expanding their multidimensional cultural perspectives. The findings demonstrate that this integrated approach refines students' sensitivity to prominent textual and auditory elements such as imagery, color, line, and sound, thereby facilitating a deeper analysis of the poet's nuanced observational and descriptive techniques. Furthermore, it guides students in differentiating diverse categories of aesthetic visual imagery, which naturally and creatively enhances both their structural knowledge of poetic language and their second-language proficiency within the lyric poetry curriculum.

Chuyển dịch tiếng Anh như ngôn ngữ thứ hai và mức độ sẵn sàng trong đào tạo sư phạm Tiếng Anh: Bằng chứng từ một cơ sở đào tạo

Nguyễn Thị Thu Huyền, Vương Thị Hải Yến — Tue, 30 Jun 2026 00:00:00 +0700

Recent policy shifts in Vietnam are recasting English in schooling - not simply as a subject but as a working medium within teaching and learning. This shift brings a different set of expectations for teachers. What is less clear is how far those expectations are reflected in how teachers are being prepared and in how they see themselves in relation to this change. Using a mixed-methods design, this study draws on survey data from 55 pre-service English teachers and 12 teacher educators at one institution, alongside analysis of programme documents. Findings point to a shared awareness of change, but not to a corresponding level of preparedness. Among pre-service teachers, readiness remains largely anticipatory. Among teacher educators, difficulties surface in practice, shaped by existing institutional conditions. Together, these patterns point to a gap in how professional competence is currently framed within the programme - one that is structural rather than attitudinal. Implications are outlined for programme design and teacher educator development. The study contributes empirical evidence of a structural gap between programme goals, stated outcomes and course sequences, one that constrains readiness regardless of how clearly the policy shift is perceived.

Phát triển năng lực giáo viên giáo dục song ngữ ở trường trung học cơ sở: Tổng quan lí luận và hàm ý chính sách từ bối cảnh Hà Nội

Nguyễn Thị Xiêm, Bùi Minh Tuyên, Trần Thị Thu Hương — Tue, 30 Jun 2026 00:00:00 +0700

The policy orientation toward making English a second language in schools poses new requirements for secondary school teachers in Hanoi. This article employs a focused literature review combined with policy document analysis to clarify the structure of teachers’ competencies for bilingual education and to propose implications for teacher workforce development. The findings propose a competency framework comprising academic and subject-specific language, subject-matter and pedagogical knowledge, content-language integration, language-responsive pedagogy, bilingual assessment, intercultural competence and equity, collaboration, digital competence, and research-informed practice. Mathematics and Civic Education are analyzed as two illustrative cases. The study provides a reference framework and a professional development pathway for lower secondary schools, teacher education institutions, and educational management agencies in Hanoi.

Vận dụng tiếp cận trải nghiệm trong dạy học đọc hiểu văn bản tự sự ở trung học cơ sở

Nguyễn Văn Thái, Phạm Thị Thu Hương — Tue, 30 Jun 2026 00:00:00 +0700

In education in general, and in the teaching of Literature at the secondary school level in particular, the fundamental goal is to develop students’ qualities and competencies in accordance with the requirements of the 2018 General Education Curriculum. In the context of competency-based educational reform, the experiential approach is regarded as an appropriate orientation for promoting learners’ activeness, autonomy, and creativity. This article focuses on the application of the experiential approach to teaching narrative text reading comprehension at lower secondary schools by proposing several ways of organizing learning activities associated with students’ experiences. These approaches enable learners to draw on their life experiences, connect their personal experiences with the artistic world of the text, and actively engage in the process of meaning construction. At the same time, they provide opportunities to foster essential competencies such as critical thinking, communication, collaboration, and self-directed learning, thereby contributing to the improvement of Literature teaching quality and meeting the current requirements of educational innovation.

Thực trạng giáo dục phẩm chất nhân ái cho học sinh trong môn Giáo dục công dân qua phương pháp sân khấu tương tác tại các trường trung học cơ sở trên địa bàn Thành phố Hồ Chí Minh

Võ Văn Tân, Phạm Mạnh Thắng — Tue, 30 Jun 2026 00:00:00 +0700

In the context of Vietnam's 2018 General Education Curriculum, which emphasizes the development of students' competencies and qualities, fostering compassion in Civic Education should be implemented through learning activities that enable students to recognize values, express attitudes, and practice appropriate behaviors in authentic situations. This study investigates the current implementation of compassion education through interactive theatre in lower secondary schools in Ho Chi Minh City. Data were collected using a questionnaire comprising 41 observed variables from 45 Civic Education teachers across 23 schools and analyzed using descriptive statistics with SPSS 27. The findings indicate that teachers highly value the objectives and content of compassion education; however, the use of instructional formats, teaching techniques, and assessment tools remains inconsistent. Assessment practices rely primarily on observation, questioning, discussion, and written tests, whereas process-oriented assessment tools are employed less frequently. Although the overall implementation conditions are considered favorable, limitations remain in terms of facilities and collaboration among educational stakeholders. The study provides empirical evidence to inform the more effective integration of interactive theatre into compassion education for secondary school students.

Đề xuất mô hình giáo dục nghệ thuật cho học sinh trung học cơ sở tỉnh Nghệ An theo hướng học tập trải nghiệm

Lê Vũ Anh, Phạm Minh Hùng — Tue, 30 Jun 2026 00:00:00 +0700

Experiential art education for secondary school students is a topical issue with significant theoretical and practical implications. This approach requires the development of effective educational models aligned with the 2018 National Curriculum. Based on clarifying the theory of experiential art education for junior high school students, this paper proposes four art education models for secondary school students in Nghe An province: Music education linked to the heritage of Nghe An; Extracurricular art education in the natural environment of Nghe An; Collaboration with artisans and craft village communities; Interdisciplinary art clubs (Music - Fine Arts) supported by digital technology. The proposed models are grounded in experiential learning theory and adapted to the socio-cultural and geographical characteristics of Nghe An contributing to narrowing the gap in experiential art education modeling at the local level and applicable to other localities with similar contexts.

Bạo lực học đường dưới góc nhìn đạo đức học: Một nghiên cứu tổng quan

Phạm Quang Trung — Tue, 30 Jun 2026 00:00:00 +0700

School violence has become one of the major challenges facing contemporary education, particularly in the context of digital transformation and the increasing prevalence of cyberbullying. Although extensive research has examined school violence from psychological, educational, and sociological perspectives, studies grounded in ethical theory remain relatively limited. This paper aims to analyze school violence from an ethical perspective by clarifying the relationship between various forms of school violence and fundamental ethical values, while emphasizing the role of moral education in preventing and mitigating violent behaviors among secondary and high school students. The study employs a literature review methodology combined with analytical, synthetic, comparative, and systematic approaches to examine domestic and international research on school violence, moral responsibility, character education, and moral education. The findings indicate that school violence should not be viewed solely as an educational or social issue but also as a manifestation of moral deficiencies in cognition and behavior. Such behaviors are closely associated with violations of essential ethical principles, including human dignity, moral responsibility, justice, compassion, and empathy. Based on these findings, the paper proposes an ethical framework for analyzing school violence and highlights the importance of moral education, character education, and digital citizenship education in fostering a safe, humane, and sustainable school environment. The study also contributes to expanding the interdisciplinary discourse on school violence by integrating ethical theory into educational research and practice.

Vận dụng chiến lược giàn giáo số trong dạy học chủ đề “Ứng dụng đạo hàm để khảo sát và vẽ đồ thị hàm số” (Toán 12)

Tue, 30 Jun 2026 00:00:00 +0700

In the context of digital transformation, the integration of technology into teaching should go beyond visual illustration and be organized as systems of cognitive support. This article examines the application of digital scaffolding strategies in teaching the topic “Derivative Applications for Function Analysis and Graphing” at high schools through theoretical analysis and synthesis. By clarifying the concept and characteristics of digital scaffolding, the study proposes a set of principles and a structured five-step pedagogical process for teaching this topic. The feasibility of the process is illustrated in detail through a typical teaching situation associated with a real-world profit optimization problem. The analysis shows that digital scaffolding strategies play an important role in structuring learning barriers, helping students not only overcome the cognitive difficulties specific to the topic but also to promote the development of functional thinking, self-study competence, and mathematical modeling competence.

Nhận thức và thực tiễn dạy học khám phá của giáo viên Khoa học: Một nghiên cứu khảo sát tại Việt Nam

Tue, 30 Jun 2026 00:00:00 +0700

The 2018 Vietnamese General Education Curriculum emphasizes the development of scientific inquiry competency through active teaching approaches, among which inquiry-based learning (IBL) is considered an appropriate approach. However, science teachers in Vietnam still demonstrate considerable differences in their perceptions and implementation of IBL. This study employed a descriptive survey design combining quantitative and qualitative analyses to investigate teachers’ perceptions and practices regarding IBL. Teachers generally held positive perceptions of scientific inquiry competency and IBL, although differences remained regarding the role of hands-on experiments in developing this competency. While teachers reported frequently implementing activities related to scientific inquiry competency, most did not demonstrate a clear understanding of the IBL process in their descriptions of classroom practices. The major difficulties reported by teachers included limited facilities, large class sizes, differences in students’ abilities, and students’ learning attitudes. The implementation of IBL depends not only on teaching conditions but also on teachers’ understanding of the nature and process of IBL. The study highlights the need for professional development programs that support teachers in organizing IBL activities to foster scientific inquiry competency in the current school education context.

Thiết kế hoạt động dạy học vi mô trong lớp học song ngữ theo mô hình CLIL

Trần Thị Bích Diệp, Trần Thị Thảo, Đỗ Thị Duyên — Tue, 30 Jun 2026 00:00:00 +0700

In the context of educational innovation and the growing demand for developing foreign language competence as a tool for learning, bilingual education based on the Content and Language Integrated Learning (CLIL) model has attracted increasing attention. However, requiring learners to simultaneously process academic content and use a foreign language may increase information-processing demands and affect learning effectiveness. On this basis, the present study aims to propose an approach to designing microteaching activities in bilingual classrooms. The study employed document analysis and synthesis combined with an instructional design approach to develop a pedagogical model and activity design process. The findings propose a design framework that organizes learning into short, clearly structured, and highly interactive learning units, thereby supporting learners in approaching academic content and using a foreign language step by step, enhancing learner engagement, and creating conditions for the simultaneous development of subject knowledge and language competence. The proposed design process was illustrated through the topic “The Water Cycle in Nature” (Grade 6 Natural Science), helping to clarify the potential application of the model in designing bilingual learning activities. The study contributes to strengthening the theoretical foundation for CLIL implementation while suggesting an instructional design approach that is appropriate for contemporary educational contexts.

Đề xuất mô hình quản lí hoạt động phát triển năng lực nghiên cứu khoa học của giảng viên trẻ tại các trường đại học

Trần Huy Hoàng, Nguyễn Lê Vân An, Phạm Thảo Ngọc — Tue, 30 Jun 2026 00:00:00 +0700

As universities place greater emphasis on strengthening research competence and developing academic staff capable of sustaining long-term research engagement, early-career lecturers require support appropriate to their career stage, experience, collaborative networks, and level of professional autonomy. Drawing on a focused theoretical review, this article proposes a model for managing research competence development activities for early-career lecturers at universities. The findings identify three theoretical foundations: functional management, communities of practice, and human resource development. The model illustrates the relationships among institutional orientations and conditions, management actors at university and faculty levels, a four-step management cycle, research communities, competence development activities, expected outcomes, and feedback mechanisms. Within the model, the direct object of management is the system of competence development activities, while progress in task performance and increasing autonomy are considered important outcomes alongside research outputs. The article contributes to the theoretical basis for organizing, supporting, and evaluating the development of research competence among early-career lecturers at universities.

Khảo sát ý kiến sinh viên Trường Đại học Mỏ - Địa chất về bài tập lớn học phần “Sức bền vật liệu”: Cơ sở định hướng cải tiến hệ thống đánh giá quá trình trong đào tạo kĩ sư

Trần Mạnh Tiến, Đặng Văn Thái, Đỗ Ngọc Tú — Tue, 30 Jun 2026 00:00:00 +0700

In the context of higher education reform toward competency-based education, this study aims to evaluate the role of the Strength of Materials course project in formative assessment for engineering students. The study employed a survey method, descriptive statistics, and analytical-synthetic approaches based on 382 valid student responses. The findings indicate that most students perceived the course project as necessary and effective in developing professional knowledge, engineering thinking, self-directed learning, and problem-solving skills. However, several limitations were identified, including insufficient disciplinary differentiation, inappropriate levels of difficulty, limited practical relevance, and issues related to plagiarism. Based on these findings, the study proposes several measures to improve the course project, including differentiating task complexity, adapting content to specific disciplines, enhancing practical relevance, standardizing instructional guidelines, developing digital learning resources, and revising assessment rubrics to improve the effectiveness of formative assessment in engineering education. The findings provide a practical basis for improving the formative assessment system in competency-based engineering education.

Tìm hiểu nhận thức của sinh viên ngành Ngôn ngữ Anh về mức độ sẵn sàng nghề nghiệp thông qua các bài báo cáo thực tập: Nghiên cứu tại Trường Đại học Thủ Dầu Một

Trần Ngọc Mai, Võ Thị Hải Yến — Tue, 30 Jun 2026 00:00:00 +0700

Internships allow students to apply what they have learned at university in real workplace settings. These experiences often influence how they understand their readiness for future employment. This study looks at how English-majored students perceive their employability readiness through their reflective internship reports. The data were collected from 22 final-year students in a continuing education program at Thu Dau Mot University. Using thematic analysis, the study identified five main aspects of employability readiness: professional competence, professional attitudes, proactive self-development, reflective learning, and the ability to link theory with practice. The findings also point to several gaps between university training and workplace expectations, especially in practical skills, digital literacy, and communication at work. Based on these results, the study suggests that training programs could benefit from more experiential learning activities, structured reflection tasks, and practice-based simulations to better support students’ preparation for the workplace. The study contributes to the employability literature by highlighting how students interpret and evaluate their own professional development through internship experiences.

Thiết kế và tổ chức dạy học chủ đề “Sinh sản ở sinh vật” (Sinh học 11) thông qua tài nguyên giáo dục mở nhằm phát triển miền năng lực khai thác dữ liệu và thông tin cho học sinh

Trần Thị Cẩm Anh , Nguyễn Thị Hằng Nga, Trần Thị Thanh Huyền — Tue, 30 Jun 2026 00:00:00 +0700

Open Educational Resources (OER) have emerged as valuable learning resources for promoting innovative teaching practices and developing students' digital competence in the context of digital transformation in education. This study proposes a learning activity design process and an instructional process using OER and illustrates their implementation in teaching the topic “Reproduction in Organisms” in Grade 11 Biology to develop students' Data and Information Literacy competence. The study employed document analysis and synthesis, expert consultation, questionnaire survey, and descriptive statistics. The findings resulted in a five-step learning activity design process, a five-step instructional process, and a system of learning activities integrated with OER. The proposed processes were evaluated by eight experts and forty high school Biology teachers and received high ratings for scientific validity, logical structure, relevance, feasibility, and their potential to foster students' Data and Information Literacy competence. The findings provide practical guidance for integrating OER into Biology teaching to support competency-based education in the digital era.

Giữ gìn bản sắc tiếng Việt trong bối cảnh đưa tiếng Anh trở thành ngôn ngữ thứ hai: Những tác động và vai trò định hướng của giảng viên sư phạm Ngữ văn

Trần Thị The, Nguyễn Minh Huệ — Tue, 30 Jun 2026 00:00:00 +0700

Adopting English as a second language in schools is an important educational policy to promote international integration and enhance the quality of human resources. However, language is not merely a means of communication but also a core component of national cultural identity. This article examines the impacts of implementing English as a second language in schools, including both the opportunities and the challenges for preserving Vietnamese linguistic identity, while clarifying the role of Vietnamese language teacher educators in guiding pre-service teachers’ language use. The study adopts an interdisciplinary approach integrating linguistics, cultural studies, and education, in combination with document analysis, historical-logical analysis, and a questionnaire survey of 157 pre-service Vietnamese language teachers at Hanoi Metropolitan University. The findings indicate that English proficiency expands access to literary works in their original languages, contemporary literary theories, and international scholarship. At the same time, code-mixing and the overuse of English in everyday communication remain common among students. Based on these findings, the article proposes several orientations to strengthen the role of Vietnamese language teacher educators in fostering bilingual thinking, enhancing Vietnamese language competence, and contributing to the preservation of national cultural identity in the context of international integration.

Vai trò của thái độ cá nhân, giảng viên và gia đình đối với động cơ học tập tiếng Anh của sinh viên Trường Đại học Thủ đô Hà Nội

Trần Thị Thơm, Bùi Minh Tuyên — Tue, 30 Jun 2026 00:00:00 +0700

In the context of globalization and international integration, English has increasingly become an essential tool for students’ academic pursuits and future professional activities. However, students’ motivation to learn English varies considerably due to the influence of multiple factors. This study aims to investigate the role of personal attitude, instructor influence, and family support in English learning motivation among students. A quantitative research approach was employed by administering a structured questionnaire to 201 students at Hanoi Metropolitan University. The collected data were analyzed using the Statistical Package for the Social Sciences (SPSS) version 20.0. The results showed that personal attitude and instructor influence were significant positive predictors of students' English learning motivation. However, family support was not a significant predictor of students' English learning motivation. Based on the research findings, several implications are proposed to contribute to enhancing the English learning motivation of students at Hanoi Metropolitan University. This study opens up pathways for future research by incorporating additional variables that influence students' English learning motivation; concurrently, the scope of investigation could be expanded to increase the explanatory power and generalizability of the research findings.

Đề xuất quy trình thiết kế kế hoạch bài dạy song ngữ Anh - Việt môn Khoa học lớp 5

Trịnh Thị Hiệp, Phan Thị Hồng The — Tue, 30 Jun 2026 00:00:00 +0700

In the context of implementing the Project to make English the second language in schools during the 2025-2035 period, designing bilingual English-Vietnamese lesson plans in primary schools is an urgent requirement to integrate the development of subject-specific competencies and foreign language skills for students. However, research on the process of designing bilingual lesson plans for Science in primary schools is limited. This paper uses a theoretical research method combined with content analysis to build a scientific basis, thereby proposing a system of principles and a process for designing bilingual English-Vietnamese lesson plans for Science in grade 5. The proposed process is illustrated through the lesson plan for the lesson “Human Impact and Some Measures to Protect the Environment” (Science 5). The results of this paper contribute to supplementing the theoretical basis for designing bilingual lesson plans, and provide reference materials for teachers in the process of implementing bilingual teaching and carrying out the Project to make English a second language in schools.

Khai thác, tập luyện hoạt động liên tưởng và huy động kiến thức trong dạy học giải bài tập môn Toán lớp 10

Trịnh Thị Lê Mai, Nguyễn Văn Thuận — Tue, 30 Jun 2026 00:00:00 +0700

In the context of general education reform oriented towards competency development, teaching mathematics not only aims at forming knowledge but also focuses on developing problem-solving skills through connecting and applying learned knowledge to solve mathematical problems. Through theoretical research methods, this article analyzes and synthesizes viewpoints related to associative thinking activities, knowledge activation, and the characteristics of the content of Mathematics 10, thereby proposing a process for exploiting and practicing associative thinking activities and knowledge activation in teaching problem-solving in Mathematics 10, consisting of 4 steps: (1) Identifying the content in the Mathematics 10 curriculum and the signs that evoke associations to be exploited; (2) Designing learning tasks that create opportunities for students to associate and mobilize knowledge; (3) Organizing students to solve tasks through analysis, connection, and selection of knowledge; (4) Evaluating and adjusting the results. The process is illustrated through several examples, thereby contributing to guiding teachers in designing tasks, organizing learning activities, and supporting students in using learned knowledge to solve mathematical problems in mathematics teaching.

Khó khăn trong mô hình hóa toán học và nhận thức về vai trò hỗ trợ của trí tuệ nhân tạo của học sinh trung học phổ thông: Nghiên cứu tại một số trường ở Hà Nội

Vi Tiến Dũng, Đào Thị Hoa Mai, Vũ Thị Thu, Dư Đức Thắng, Nguyễn Đắc Thắng — Tue, 30 Jun 2026 00:00:00 +0700

In the context of competency-oriented general education, mathematical modeling is considered a crucial skill, enabling students to apply mathematical knowledge to solve practical problems. This study investigates the difficulties in mathematical modeling and the perception of the supportive role of artificial intelligence through quantitative data collected from 473 high school students from 5 schools in Hanoi. The results show that students experienced relatively similar difficulties across all stages of the mathematical modeling process. The t-test revealed that 11th-grade students faced more difficulties than 10th-grade students in the last three stages of mathematical modeling. Students had a positive perception of the supportive role of artificial intelligence, especially in analyzing and simplifying practical situations and establishing mathematical models. The research findings provide a practical basis for proposing pedagogical solutions, emphasizing the role of teachers in guiding students to utilize artificial intelligence as a thinking support tool and use it critically to develop mathematical modeling skills.

Hành vi tự chăm sóc sức khỏe tâm thần của công nhân: Tổng quan nghiên cứu và định hướng tiếp cận trong bối cảnh Việt Nam

Võ Minh Thành, Đinh Phương Duy, Võ Thị Tường Vy — Tue, 30 Jun 2026 00:00:00 +0700

Workers’ mental health has become an increasingly important concern as adverse working conditions and psychosocial risks continue to grow. However, research on mental health self-care behaviour among workers in Vietnam remains limited. This study presents a narrative review of the literature to clarify the conceptualization of workers’ mental health self-care behaviour, identify its influencing factors, and examine research gaps in the Vietnamese context. Literature was retrieved from Google Scholar, PubMed, ScienceDirect, SpringerLink, Taylor & Francis Online, and World Health Organization and International Labour Organization sources. Priority was given to publications from 2014 to 2026, while selected seminal studies published before 2014 were included to establish the theoretical foundation. The review identified four main findings. First, workers, particularly migrant workers and those with limited support resources, are at high risk of mental health problems and face barriers to accessing formal mental health services. Second, mental health self-care behaviour should be understood as a psychological and behavioural process involving mental health awareness, emotional regulation, stress management, recovery from work, maintenance of social support, and help-seeking when needed. Third, this behaviour is shaped by both individual resources and organizational and workplace factors. Fourth, research in Vietnam has paid limited attention to the conceptual structure, measurement, influencing factors, and interventions related to workers’ mental health self-care behaviour. The findings suggest that future research and interventions should integrate the strengthening of workers’ self-care capacity with organizational strategies to reduce psychosocial risks and improve access to mental health support.

Tổ chức dạy học kết hợp trong môn Khoa học 9 thuộc chương trình giáo dục phổ thông quốc tế Cambridge nhằm phát triển năng lực vận dụng kiến thức và kĩ năng của học sinh

Vũ Phương Liên, Lê Thái Hưng, Nguyễn Hồng Nhung, Hoàng Ngọc Diệu Linh — Tue, 30 Jun 2026 00:00:00 +0700

In the context of digital transformation in education, blended learning is an instructional approach that integrates face-to-face teaching with technology-supported learning activities. This study developed and implemented a blended learning procedure for Grade 9 Science within the Cambridge International General Certificate of Secondary Education programme at Vinschool Education System, with the aim of developing students’ competence in applying knowledge and skills. The procedure combined the Flipped Classroom and Station Rotation models and was illustrated through the topic “The Atmosphere.” The pedagogical experiment was conducted over two intervention cycles and examined changes in students’ learning outcomes, learning interest, and competence in applying knowledge and skills. The results indicated improvements in all three dimensions across the two intervention cycles. These findings provide preliminary evidence of the feasibility of the proposed procedure and its potential application in competency-oriented Grade 9 Science teaching at Vinschool.

Đề xuất khung năng lực dạy học song ngữ của sinh viên sư phạm theo tiếp cận năng lực thực hiện

Trần Thị Thảo, Trần Thị Bích Diệp, Đỗ Thị Duyên — Tue, 30 Jun 2026 00:00:00 +0700

As English is increasingly used as a medium of intruction in schools, teacher education still lacks a bilingual teaching competence framework that integrates pedagogical competence with language competence in a systematic and operational manner. Drawing on theories of competence, performance-based education, and bilingual teaching, together with an analysis of educational policies and practical requirements, this study develops a bilingual teaching competence framework for pre-service teachers based on a performance-based approach. The study employs literature review, analytical-synthetic methods, and modeling. The findings propose a framework consisting of five competency domains: bilingual lesson preparation, bilingual instructional organization, language use in teaching, assessment in bilingual teaching, and professional development for bilingual teaching. Each domain is specified through performance standards and observable behavioral indicators associated with teachers’ professional tasks in bilingual learning environments. The proposed framework contributes to the theoretical foundation of bilingual teaching competence and provides a basis for developing learning outcomes, designing teacher education programs, and assessing the competencies of pre-service teachers in response to ongoing educational reforms and the increasing implementation of bilingual education policies.

Các yếu tố ảnh hưởng đến năng lực dạy học bằng tiếng Anh của sinh viên sư phạm trong bối cảnh triển khai định hướng đưa tiếng Anh trở thành ngôn ngữ thứ hai trong trường học: Nghiên cứu tại Trường Đại học Thủ đô Hà Nội

Vũ Thị Thúy — Tue, 30 Jun 2026 00:00:00 +0700

The policy orientation of promoting English as a second language in schools and gradually developing a teaching workforce capable of delivering instruction through English has created pressing demands for teacher education institutions. In this context, enhancing pre-service teachers’ competence in English-medium instruction is considered a critical strategy for the effective implementation of Vietnam’s Project on English as a second language in schools for the period 2025-2035, with a vision to 2045. The study employed a quantitative research design. Data were collected through a questionnaire survey administered to 1,136 pre-service teachers at Hanoi Metropolitan University. Participants were selected using convenience sampling. The findings identified five key factors affecting pre-service teachers’ English-medium instruction competence: English language competence, pedagogical and professional competence, content and language integration competence (CLIL), the teacher education environment, and students’ motivation and professional awareness. Among these factors, motivation and professional awareness emerged as the strongest predictor of English-medium instruction competence. Based on the identified factors and their respective levels of influence, the study proposes several recommendations for enhancing English-medium instruction competence among pre-service teachers, thereby contributing to educational innovation and international integration in the context of ongoing educational reform.

Thực trạng năng lực số của giáo viên phổ thông: Rào cản tâm lí và đề xuất hệ sinh thái học tập suốt đời

Đặng Thị Mai Hoa — Tue, 30 Jun 2026 00:00:00 +0700

Post COVID-19, Vietnam has transitioned from a reactive stance to a proactive and robust digital transformation, with education designated as a priority sector. Although notable progress has been made in database integration and digital record-keeping, the ultimate goal of enhancing instructional quality by developing Teachers’ Digital Competence (TDC) - the cornerstone of digital pedagogy remains unfulfilled. While prior research has identified digital barriers related to infrastructure and technical skills, these represent merely the 'tip of the iceberg.' Beneath the surface lie deeper systemic issues that stifle teachers' motivation and professional autonomy, thereby decelerating the meaningful integration of technology. Utilizing a mixed-methods design, this study examines the current state of TDC and uncovers under-explored barriers concerning teachers' 'psychological safety corridor' (PSC) - a factor that remains largely unexamined yet critically influences innovative teaching behaviors. Data were gathered through a large-scale survey (N = 1,658) and in-depth interviews, adhering to strict research protocols, ethical standards, and established instrument reliability. The findings indicate that the digital competence of K-12 teachers in Vietnam is moderate and unevenly distributed, primarily concentrated in the instructional domain. Crucially, the core bottleneck lies not in individual technological deficiencies, but in “structural constraints” including inadequate/outdated equipment, unstable internet, technical disruptions, administrative burdens, performance grading, and misaligned professional training. These structural forces erode professional autonomy, generating a secondary endogenous barrier that forces teachers into a restrictive 'psychological safety corridor' designed merely to secure short-term performance compliance. This study extends the theoretical frameworks of digital competence by introducing an operational mechanism: how the implementation context shapes a psychological safety corridor to activate digital competence. It also proposes a macro-level structural framework integrating technology-embedded pedagogical competence with the implementation context. At the micro-level, the study introduces the “3S Model” (Safe + Share + Simple) to alleviate psychological constraints and unlock teachers' digital competence within a self-directed, lifelong learning ecosystem.

Tích hợp nội dung giáo dục địa phương trong dạy học môn Lịch sử và Địa lí lớp 4 tại phường Việt Trì, tỉnh Phú Thọ

Đinh Thị Nguyệt Linh, Nguyễn Hoàng Linh, Nguyễn Thị Hải Hà — Tue, 30 Jun 2026 00:00:00 +0700

In the context of implementing Vietnam’s 2018 General Education Curriculum, integrating local education content into Grade 4 History and Geography teaching plays an important role in connecting classroom knowledge with real-life contexts and developing students’ competencies. Employing a mixed-methods design that combined document analysis, questionnaire surveys of 45 teachers and 150 students, classroom observations, and interviews, this study examined opportunities for integrating local education content into Grade 4 History and Geography, investigated current practices at several primary schools in Viet Tri Ward, Phu Tho Province, and proposed relevant measures. The findings indicate that teachers mainly relied on lectures supported by visual illustrations (75.6%), whereas experiential activities and project-based learning were implemented less frequently. Students performed relatively well in recalling local knowledge, with 68.0% achieving a good level, but showed limitations in analysis and application. In addition, 78% of the teachers reported difficulties in accessing and using digital teaching resources. Based on these findings, the study proposes measures to support teachers in integrating local education content into Grade 4 History and Geography teaching in line with the competency- and quality-oriented approach of the 2018 General Education Curriculum.

Phát triển các module rèn luyện nghiệp vụ sư phạm thường xuyên tích hợp hoạt động sử dụng tiếng Anh chuyên ngành cho sinh viên ngành Giáo dục mầm non, Trường Đại học Thủ đô Hà Nội

Hà Thị Cẩm Nhung, Đặng Lan Phương — Tue, 30 Jun 2026 00:00:00 +0700

Under the framework of Circular No. 50/2020/TT-BGDĐT and Professional Standards for Preschool Teachers, there is an urgent mandate to equip future preschool teachers with bilingual proficiency to meet the demands of international integration. However, current training at Hanoi Metropolitan University (HNMU) reveals a significant disconnection between academic linguistic theory and professional practice. Consequently, while students may meet general language standards, they often lack the specific skills required to apply English in authentic occupational environments. This study employs a parallel mixed-methods research design. Quantitative data were gathered from 191 Early Childhood Education (ECE) students through Likert-scale questionnaires, while qualitative insights were obtained from semi-structured interviews with 10 specialized lecturers. Furthermore, a curriculum matrix analysis was conducted to cross-examine the Learning Outcomes (PLO/CLO) of the six existing Regular Pedagogical Training (RPT) modules. Findings highlight a severe misalignment between academic proficiency and professional application. Notably, 81.9% of students encounter major obstacles when using English for child assessment, with a mean score of only 1.92/5 in this specific pedagogical task. In contrast, student demand for technological integration is exceptionally high, with over 88% expressing a desire to utilize AI Chatbots to enhance their communicative reflexes. Based on these empirical needs, the study proposes a framework for integrating English for Specific Purposes (ESP) activities into the six-semester RPT roadmap, progressing from A2 to B1 levels. This model features a specialized content matrix and a three-step pedagogical process supported by digital learning resources. The study concludes that such integration is essential for transforming English from a mere “prerequisite subject” into a functional “professional tool”. It is recommended that teacher-training institutions prioritize the standardization of integrated assessment rubrics and the upgrade of Learning Management System (LMS) infrastructure. These solutions serve as a critical foundation for fostering bilingual professional identities among ECE students in the era of global educational integration.

Dạy học chủ đề “Dãy số, cấp số cộng, cấp số nhân” (Toán 11) theo hướng phát triển năng lực vận dụng toán học vào thực tiễn cho học sinh

La Đức Minh, Nguyễn Bảo Linh, Nguyễn Hoàng Dũng — Tue, 30 Jun 2026 00:00:00 +0700

According to the 2018 General Education Program for Mathematics, the competence to apply mathematics to real-world situations is one of the core competencies that students need to develop. This research clarifies the concept and manifestations of this ability and proposes three teaching methods for this topic, focusing on developing this competency in students. These methods include: motivating learning through real-world situations; practicing problem-solving skills in real-world situations; and exploring the applications of the topic “Sequences, Arithmetic Progressions, Geometric Progressions” (Mathematics 11) in teaching other subjects. The research results show that these three methods complement each other, facilitating the comprehensive development of the manifestations of the ability to apply mathematics to real-world situations. This research contributes to providing a theoretical basis for organizing the teaching of the topic “Sequences, Arithmetic Progressions, Geometric Progressions” (Mathematics 11) with a focus on developing the ability to apply mathematics to practice, while also suggesting directions for experimental research to verify the feasibility and effectiveness of the proposed measures.

Năng lực sức khỏe số của học sinh trung học cơ sở tại địa bàn Hà Nội

Ngô Thanh Thủy, Phạm Văn Huệ, Nguyễn Xuân An, Trịnh Vân Hà, Nguyễn Lê Thanh Vân — Tue, 30 Jun 2026 00:00:00 +0700

The rapid proliferation of digital technologies and online platforms has exposed adolescents and secondary school students in particular to an overwhelming volume of health-related information. As a result, eHealth literacy has emerged as a subject of considerable scholarly interest in recent years. Nevertheless, research exploring this competency among secondary school students in Vietnam remains limited in both breadth and depth. This study examines the current state of eHealth literacy among junior high school students in Hanoi and investigates whether significant differences exist across demographic variables and patterns of digital device use. The study employs the Transactional Model of eHealth Literacy instrument developed by Paige et al. (2018), utilising the Vietnamese-adapted version validated for adolescents by Nguyen et al. (2023), which encompasses four constituent competency dimensions. The toolkit was reviewed by Psychologist and School Counselors to ensure the language was appropriate for students. Data were collected 221 valid responses from junior high school students across Hanoi. Drawing on descriptive statistics, independent-samples t-tests, and one-way ANOVA, the findings indicate that the overall eHealth literacy of secondary school students remains moderate. Among the four sub-dimensions, critical literacy recorded the highest mean score, while communicative literacy returned the lowest. Regarding group differences, the analysis revealed that grade level was the only variable to reach statistical significance. In contrast, gender and daily screen time did not produce significant differences in eHealth literacy scores. The findings provide a scientific foundation for secondary schools to design and implement digital health education initiatives integrated into the curriculum, with a strategic priority placed on sixth-grade students. Furthermore, the study contributes to shifting students’ paradigm regarding digital device management, transitioning from traditional screen-time restriction toward the regulation of content exposure and online interaction modalities.

Thực trạng tham gia của cha mẹ vào hoạt động hướng nghiệp và phân luồng học sinh trung học cơ sở trên địa bàn Hà Nội

Nguyễn Đức Sơn, Lê Minh Nguyệt, Trần Anh Khôi — Tue, 30 Jun 2026 00:00:00 +0700

The research was conducted on a sample of 540 parents of 9th-grade students from 38 secondary schools in Hanoi, aiming to identify the current situation and difficulties faced by parents when participating in career guidance and streaming activities at junior high schools. The primary research method was a questionnaire consisting of 27 items, designed on a 3-point Likert scale. The Cronbach's Alpha reliability coefficient of the scale was 0.879, meeting scientific reliability standards. The survey results show that the dominant trend in parents' awareness, attitudes, and actions regarding career orientation for their children is to continue cultural education at the high school level, aligned with their children's aspirations, determination, and family conditions. Pursuing vocational training immediately after secondary high school is the perception and action of very few parents during the career counseling process for their children. Parents have participated, cooperated, and supported career guidance activities organized by the school, although this remains limited. However, they have performed quite well in orienting their children within the family setting. Many parents are facing difficulties, including in their daily relationships and communication with their children; in understanding their children's psychology, tendencies, and aptitudes; and in their knowledge of the occupational system and methods for counseling their children. Based on the practical survey results, several directions for solutions can be suggested to enhance the effectiveness of parental involvement in career guidance and streaming activities at secondary schools in Hanoi.

Định hướng nghề nghiệp của học sinh trung học phổ thông tại tỉnh Sơn La: Thực trạng và vai trò của gia đình

Nguyễn Thị Hoa Mai, Triệu Thị Linh — Tue, 30 Jun 2026 00:00:00 +0700

This article analyzes the current situation of career guidance and the role of the family in career guidance among high school students in Son La province. The study uses a mixed methodology, combining a questionnaire survey of 366 students at four high schools with in-depth interviews and focus group discussions to clarify the role of the family in the career guidance process. The research results show that 79.4% of students choose their careers based on personal passions and interests, while 19.2% choose based on their parents' wishes. Although the internet is the most frequently used source of information for career guidance (66.8%), the family remains a crucial source of support (62.4%) through counseling, sharing experiences, guidance, and support in the decision-making process. The results of in-depth interviews showed that students tend to reconcile their personal aspirations with family expectations through discussion, persuasion, and seeking consensus, rather than confronting or abandoning their own desires. This research contributes to empirical research on the role of families in career guidance for high school students in a multi-ethnic mountainous province, while also providing a practical basis for strengthening coordination between families, schools, and social forces to improve the effectiveness of career guidance in the locality.

Tổ chức dạy học môn Toán lớp 4 theo định hướng phát triển năng lực số cho học sinh tiểu học

Nguyễn Kim Yến, Nguyễn Thị Đào Kim, Lê Tiến — Tue, 30 Jun 2026 00:00:00 +0700

In the context of digital transformation in education, developing digital competence for primary school students is essential to meet the requirements of the 2018 General Education Curriculum. This study uses document and content analysis to clarify the theoretical basis of digital competence, the digital competence framework for primary school students, and its integration into Grade 4 Mathematics teaching. By aligning Mathematics learning outcomes with digital competence indicators, the article proposes teaching orientations for topics such as numbers and operations, geometry and measurement, statistics and probability. It also presents a five-step teaching process, illustrated through the lesson “Statistical Data Sets”. The findings provide theoretical and practical suggestions for teachers to design and organize Mathematics activities that develop students’ digital competence.

Mức độ sẵn sàng của sinh viên không chuyên ngữ trong bối cảnh tiếng Anh trở thành ngôn ngữ thứ hai: Nghiên cứu tại Trường Đại học Thủ đô Hà Nội

Nguyễn Thị Hoa — Tue, 30 Jun 2026 00:00:00 +0700

In the context of globalization, the Vietnamese Government has approved the Project on Making English a Second Language in the National Education System for the period 2025-2035, with a vision to 2045. Assessing learner readiness, particularly among non-English-major students, is therefore essential for the effective and sustainable implementation of this policy. This study adopts a mixed-methods approach, combining qualitative and quantitative methods, to investigate the readiness of non-English-major university students to study in an educational environment where English is used as a second language. In addition, the study examines several factors influencing students' readiness. Specifically, it focuses on students' English language proficiency, their confidence in learning through English, their learning motivation, and their perceptions of the challenges they may encounter when using English as the medium of instruction in higher education. The findings are expected to indicate that although students generally hold positive attitudes toward the transition to English as the language of instruction, their levels of readiness vary considerably. The primary barriers to readiness include limited English proficiency and concerns about their ability to comprehend disciplinary knowledge when studying entirely in English. The findings provide empirical evidence to inform the development of an effective policy implementation roadmap and offer pedagogical implications, including strengthening language support services and adopting integrated content and language learning approaches.

Từ “chảy máu chất xám” đến “liên kết chất xám”: Hàm ý chính sách thúc đẩy giáo dục xuyên quốc gia

Nguyễn Thị Lan Anh — Tue, 30 Jun 2026 00:00:00 +0700

Transnational education has become increasingly important for the development of human resources, knowledge, and innovation. Although Vietnam has developed several characteristics of second-generation transnational education, its talent policies remain largely oriented toward return migration and have yet to align with the transition to a knowledge and innovation hub. This paper employs a narrative literature review to develop an integrated analytical framework linking the four concepts of brain circulation with Knight’s (2014) three generations of transnational education. The findings indicate that talent policies are primarily shaped by two policy orientations: return migration and brain linkage. Evidence from Vietnam shows that mechanisms for brain linkage have begun to emerge but remain largely confined to technological innovation, with limited application to the governance of transnational academic staff and researchers. Based on these findings, the paper proposes strengthening the capacity to absorb and utilize knowledge, expanding expert networks, establishing flexible collaboration mechanisms, and fostering an equitable academic environment. The proposed analytical framework helps explain the misalignment between the development of transnational education and talent policies while highlighting the role of brain linkage in supporting Vietnam's transition toward a knowledge and innovation hub.

Thiết kế mô hình Thiết kế và đánh giá mô hình ngân hàng học liệu số song ngữ môn Khoa học tự nhiên tích hợp tài nguyên giáo dục mở và trí tuệ nhân tạo tạo sinh

Nguyễn Thị Thuần, Nguyễn Thị Liễu — Tue, 30 Jun 2026 00:00:00 +0700

In the context of implementing the 2018 General Education Program, the need for developing English-language teaching of Natural Sciences, oriented towards CLIL (Continuing Learning in English), is increasing, while bilingual digital learning materials are still lacking and inconsistent. This paper uses Educational Design Research (EDR), combining quantitative and qualitative data, to design and initially evaluate the BiSciBank model – a three-tiered bilingual digital learning material bank integrating open educational resources (OER) and artificial intelligence generation through the Generate-Validate-Adapt (GVA) process. The research results have developed a set of criteria comprising 5 groups with 15 indicators for screening OER materials, developed the BiSciBank model with 35 core learning materials, and established the GVA process to control the quality of AI output. The BiSciBank model achieved high usability (SUS = 82.4) and was rated excellent by teacher training students and lecturers. The BiSciBank model has the potential to support teacher training, contribute to the development of high-quality open educational resources, and promote the implementation of bilingual teaching in general education in VietNam.

Một số biện pháp tổ chức hoạt động trải nghiệm trong dạy học đọc hiểu truyện khoa học viễn tưởng cho học sinh lớp 7

Phạm Thị Thanh Phượng — Tue, 30 Jun 2026 00:00:00 +0700

Teaching reading comprehension of science fiction stories in Grade 7 under the 2018 General Education Curriculum for Literature faces a major challenge due to the gap between the fictional world of science fiction and students’ everyday experiences and prior knowledge. This paper aims to propose several measures for organizing experiential activities in teaching the reading comprehension of science fiction stories, aligned with the characteristics of the genre, the curriculum's learning outcomes, and the cognitive characteristics of Grade 7 students. The study employed theoretical research methods (document analysis and synthesis, and curriculum analysis) in combination with practical research methods (an analysis of textbooks and teachers’ guides, together with a review of feedback on teaching science fiction stories). The findings indicate that the nature of science fiction is highly compatible with the experiential learning model. Based on these findings, the paper proposes measures for organizing experiential activities focusing on the setting, the fictional world, and the meanings and messages of science fiction texts, illustrated through the teaching of An Encounter on the Ocean. The proposed measures are expected to enhance students’ role as co-constructors of meaning, reduce barriers to understanding the genre, and improve the effectiveness of reading comprehension instruction in line with the competency-based orientation of the 2018 General Education Curriculum.

Vai trò của thực hành sư phạm thường xuyên với phát triển năng lực tổ chức hoạt động khám phá xã hội của sinh viên ngành Giáo dục mầm non

Phạm Minh Mục, Trần Thị Hòa — Tue, 30 Jun 2026 00:00:00 +0700

In the context of competency-based teacher education reform, continuous pedagogical practice is widely recognized as a crucial component in fostering the professional competence of pre-service teachers. However, existing studies have primarily focused on professional competence in general, while the role of continuous pedagogical practice in developing competence in organizing social exploration activities among Early Childhood Education students has not been clearly explained. This article adopts a narrative review approach to systematically synthesize and analyze domestic and international studies on competency-based teacher education and continuous pedagogical practice. The findings indicate that continuous pedagogical practice contributes to the development of competence in organizing social exploration activities through four major mechanisms: observing and acquiring professional experience, engaging in practical tasks, self-assessment and self-regulation of competence, and developing career motivation and identity. The main contribution of this article is the proposal of a theoretical analytical framework explaining the mechanisms through which continuous pedagogical practice contributes to the development of competence in organizing social exploration activities among Early Childhood Education students. This framework enriches the theoretical foundation for competency-based teacher education and provides directions for future research as well as the design of competency-based teacher education programs.

Bắt nạt học đường và lòng tự trọng ở học sinh trung học phổ thông: Khảo sát tại thành phố Hải Phòng

Phạm Ngọc Linh, Nguyễn Hồng Đào — Tue, 30 Jun 2026 00:00:00 +0700

School bullying is one of the psychological and social issues of concern in the current educational environment. This study aims to examine the prevalence of school bullying and analyze the correlation between school bullying and self-esteem among high school students. The research was conducted with 206 students in Hai Phong City using a questionnaire survey method. The research instruments included the School Bullying Scale for Vietnamese Children and the Rosenberg Self-Esteem Scale. The results indicate that 10.7% of students reported experiencing bullying within one year prior to the time of the survey. Pearson correlation analysis revealed a statistically significant negative correlation between school bullying and students’ self-esteem (r = −0.243; p < 0.01). These findings suggest that preventing and reducing school bullying not only helps improve students’ self-esteem but also contributes to building a healthy and safe school environment — both physically and psychologically. This provides a scientific foundation for schools and school counselors to develop appropriate intervention programs, ranging from individual counseling to workshops and group or community-based projects.

Thiết kế kế hoạch bài dạy tích hợp tiếng Anh trong dạy học môn Toán ở tiểu học

Phan Thị Hồng The, Trịnh Thị Hiệp — Tue, 30 Jun 2026 00:00:00 +0700

Integrating English into the teaching of Mathematics in primary school contributes to the simultaneous development of mathematical and language skills for students in the context of current educational reform and international integration. However, this is a new approach, lacking practical evidence and specific lesson design guidelines for primary school teachers. This article uses theoretical research methods, document analysis, and illustrative lesson design to propose a process for designing lesson plans integrating English into Mathematics in primary school. The process consists of 5 steps: (1) Identifying the learning objectives; (2) Identifying tools, means, and designing teaching materials; (3) Designing teaching activities; (4) Designing assessment; (5) Adjusting the lesson plan. Based on this, the proposed process is illustrated through the design of several specific lesson plans. The research results show that the proposed process provides clearer guidance for teachers in designing integrated lessons, ensuring a balance between mathematics education goals and English language development goals, while also enhancing opportunities for students to use English in learning mathematics. This paper contributes to providing a reference basis for developing integrated lessons in elementary mathematics with an approach that incorporates English content and language.

Ứng dụng “mô hình lớp học đảo ngược” trong đào tạo sinh viên sư phạm: Lợi ích, thách thức và gợi ý cho Việt Nam

Tiêu Thị Mỹ Hồng — Tue, 30 Jun 2026 00:00:00 +0700

In the context of digital transformation, teacher education institutions face growing pressure to innovate pedagogical practices and equip future teachers with 21st-century competencies. This study presents a scoping review synthesizing international and Vietnamese evidence on the use of the flipped classroom (FC) in pre-service teacher education. The review was guided by three objectives: (1) to synthesize reported benefits of FC, (2) to examine key challenges in its implementation, and (3) to propose context-appropriate recommendations for Vietnam. From 76 retrieved documents, 24 documents meeting the criteria were selected for aggregation and analysis. Findings highlight four benefits: fostering personalized learning and self-regulation, enhancing motivation and collaboration, linking theory with practice, and strengthening digital competencies. At the same time, four categories of barriers were identified: limited readiness and digital skills of teacher educators, insufficient self-regulation and time management among students, technological and class-size constraints, and lack of institutional or systemic support. Recommendations include professional development through the TPACK framework, early training in self-regulated learning, investment in digital infrastructure and resources. The study notes limitations, including the predominance of small-scale qualitative studies and the scarcity of empirical evidence from Vietnam. Future research should conduct large-scale studies to evaluate the long-term impact of FC on teacher preparation.

Xây dựng khung lí thuyết về rào cản trong tiếp cận giáo dục đại học của người dân các tỉnh miền núi phía Bắc Việt Nam

Tue, 30 Jun 2026 00:00:00 +0700

To construct a theoretical framework on barriers to higher education access among residents of the Northern Mountainous provinces of Vietnam, this study conducted a comprehensive literature search across online databases, combined with manual screening of reference lists, to identify relevant studies. In total, from more than 15.400 retrieved documents, 10 representative studies were screened out for in-depth analysis. The analysis results show that barriers to higher education access can be broadly classified into three main groups: (1) situational barriers; (2) institutional barriers; and (3) dispositional (personal) barriers. Building on the foundational models of Cross (1981) and Potter and Alderman (1992), and incorporating the lens of Cultural Capital Theory (Bourdieu & Passeron, 1977), the study proposes an integrative analytical framework comprising four components, adding a contextual-demographic factor to align with the ethnic, linguistic, and geographic specificities of Vietnam's Northern Mountainous region, a core distinction from the original foundational models, thereby providing a scientific basis for designing empirical studies and proposing policy interventions to promote educational equity.

Ý định khởi nghiệp bền vững của sinh viên: Từ thực tiễn một trường đại học đa ngành tại Đồng bằng sông Cửu Long

Trần Văn Đạt, Nguyễn Hoàng Anh, Thạch Sĩ Thuận — Tue, 30 Jun 2026 00:00:00 +0700

This study investigates the underlying mechanisms through which entrepreneurship education (EE) influences university students' sustainable entrepreneurial intentions (SEI). Drawing upon an extended Theory of Planned Behavior (TPB) integrated with Self-Determination Theory (SDT), this study gathered empirical data from a survey of 312 students at Cuu Long University. The data were analyzed using Structural Equation Modeling (SEM) and Multi-Group Analysis (MGA). The findings indicate that EE does not exert a direct impact on SEI; rather, its influence is fully mediated through the enhancement of learners’ perceived behavioral control and the reinforcement of their intrinsic motivation. Notably, the multi-group analysis reveals that a business education background acts as a cognitive regulator, prompting students to adopt a more cautious and critical approach toward the systemic risks inherent in green business models. Based on these findings, the paper proposes educational management implications to innovate experiential teaching methodologies and redesign entrepreneurship education curricula toward sustainable development goals in the era of the green economy.

Thực trạng và giải pháp phát triển năng lực thực hành tiếng Anh cho sinh viên ngành Sư phạm Nghệ thuật trong kỉ nguyên số

Trương Tố Loan — Tue, 30 Jun 2026 00:00:00 +0700

In the context of digital transformation and deep international integration, English practical competence has become one of the core competencies for students majoring in Art Education. However, in reality, these students still face limitations in applying English to professional activities and occupational communication. This article analyzes the theoretical foundations, evaluates the current situation, and proposes solutions to develop English practical competence for Art Education students in the digital era. The study employs document analysis and synthesis methods combined with observations of actual training practices. The findings contribute to improving the quality of training art teachers to meet the requirements of educational innovation and international integration.

Đề xuất quy trình ứng dụng trí tuệ nhân tạo trong dạy học nội dung “Sinh sản vô tính ở thực vật” (Sinh học 11) theo mô hình 5E nhằm phát triển năng lực nhận thức sinh học cho học sinh

Trương Xuân Cảnh, Vũ Thị Hải Yến — Tue, 30 Jun 2026 00:00:00 +0700

The integration of artificial intelligence (AI) into teaching should follow a systematic pedagogical process that is aligned with subject objectives, intended learning outcomes, and competency-based educational goals. Based on a synthesis of theoretical foundations and teaching practice, this paper proposes a six-step pedagogical framework for integrating AI into the teaching of the topic of Asexual Reproduction in Plants in Grade 11 Biology using the 5E instructional model, with the aim of developing students’ biological cognition competency. The proposed framework consists of six steps: (1) analysing the topic and identifying learning objectives and intended learning outcomes; (2) determining the learning content requiring AI support; (3) defining the purpose, level, and mode of AI support for each phase of the 5E instructional model; (4) designing learning activities based on the 5E model; (5) implementing the learning activities; and (6) evaluating and refining the instructional process. The framework is illustrated through an instructional design for the topic of Asexual Reproduction in Plants. The illustrative design shows that AI can support the development of learning scenarios, the design of instructional materials, the differentiation of learning tasks, and the provision of initial formative feedback. Overall, the proposed framework offers a practical pedagogical reference for teachers in designing and implementing AI-supported instruction in high school Biology education.

Thực trạng ứng dụng AI trong học tập và nghiên cứu của học viên sau đại học: Nghiên cứu trường hợp tại Học viện Y - Dược học cổ truyền Việt Nam

Tue, 30 Jun 2026 00:00:00 +0700

In the context of the increasingly widespread application of artificial intelligence in medical education and academic research, this study aimed to assess the current status of AI use in learning and research among postgraduate students at Viet Nam University of Traditional Medicine. The study employed a cross-sectional descriptive design with an analytical component, collecting data through an online survey of 505 postgraduate students, including Specialist Level I, Specialist Level II, resident physicians, and master’s students, during the 2025-2026 academic year. The results showed that 98.6% of the students had used AI, with ChatGPT being the most commonly used tool; AI was mainly used for searching medical literature, supporting thesis/article writing, and summarizing lessons; most students perceived AI as useful but trusted it only to a moderate extent, while optimism, innovativeness, and attitudes toward AI were positively associated with students’ perceptions and intention to continue using AI. The study indicates the need for official guidelines, skills training, and regulations to promote the safe and responsible use of AI in medical education.

Thiết kế và đánh giá học phần “CLIL-NS” trong đào tạo giáo viên Khoa học tự nhiên

Nguyễn Thị Thuần — Tue, 30 Jun 2026 00:00:00 +0700

In the context of the 2018 General Education Program's orientation towards integrated teaching of Natural Sciences and the gradual use of English as the language of instruction, developing a teacher training module based on the Content and Language Integrated Learning (CLIL) approach has become an urgent requirement. This study has developed a bilingual Natural Science teacher competency framework consisting of four components (ICK, ALC, BIP, IAC), and designed the CLIL-NS module comprising four modules using a Backward Design approach combined with the CLIL 4C framework. Experts assessed this module as having high content value (S-CVI/Ave = 0.95). Experimental results show that the module significantly contributes to the development of all four competency components, with a large to very large impact (Cohen’s d = 0,79-1,21), with the most noticeable improvement in integrated bilingual pedagogical competence. The research results confirm the feasibility of integrating Backward Design with the CLIL 4C framework in bilingual Natural Science teacher training, and provide a reference basis for developing similar modules in other teacher training programs. However, further verification of the module's effectiveness is needed through controlled studies, larger sample sizes, and assessment of competency transfer in the context of teaching practice and actual teaching.

Phân tích thư mục về chứng chỉ vi mô trong giáo dục đại học dựa trên dữ liệu từ Scopus

Nguyễn Việt Hồng, Nguyễn Thị Minh Ngọc — Sat, 22 Aug 2026 00:00:00 +0700

Micro-credentials are emerging as a disruptive trend in global higher education, meeting the needs of flexible learning and rapid skill enhancement for learners. However, in Vietnam, this concept is still relatively new. This study conducted a systematic review combined with bibliometric analysis to draw a comprehensive picture of the field of micro-credential research in higher education worldwide. By applying the PRISMA 2020 methodology, we screened and selected 108 scientific works from the Scopus database in the period from 2015 to 2025 for analysis. VOSviewer software was used to visualise the collaboration network between authors, countries and prominent research topics. The results showed a sharp increase in the number of publications since 2021, with Australia leading the way in both quantity and impact. Eight main research clusters were identified, highlighting issues related to the design and implementation of micro-credentials, lifelong learning, digital badges, and the impact of micro-credentials on the education system. The study also identified the most influential authors and works that shaped the main academic debates in the field. This paper not only provides a systematic scholarly map but also offers important implications for education managers, policy makers, and researchers in Vietnam in orienting the development and application of micro-credentials.

Đánh giá thay thế trong giáo dục ngoại ngữ đại học: Một tổng quan hệ thống

Nguyễn Thị Thanh Lan, Trần Thị Thu Hương — Tue, 30 Jun 2026 00:00:00 +0700

Alternative assessment has received increasing attention in tertiary foreign language education because it broadens the collection of learning evidence through self-assessment, peer assessment, portfolios, authentic tasks, performances, and technology-supported feedback. This study presents a systematic review of 29 empirical studies published between 2020 and 2026, identified from Google Scholar, Web of Science, and RISS following the PRISMA 2020 guidelines. Four major implementation trends were identified: (1) self-assessment, peer assessment, and multi-source assessment; (2) portfolio-, product-, and process-based assessment; (3) task-, project-, and performance-based assessment; and (4) technology-supported alternative assessment. The reviewed studies consistently reported improvements in language proficiency, learner autonomy, self-regulation, and learner engagement. Nevertheless, concerns remain regarding validity, consistency, feedback quality, and the generalisability of research findings. The evidence suggests that alternative assessment is most effective when implemented as a guided process that aligns learning tasks, assessment criteria, feedback, and revision.