The HNUE Journal of Science: Educational Sciences was approved by the National Department of Science and Technology Information under the Ministry of Science and Technology to issue the international standard code ISSN 2354-1075. The journal is graded 1 point by the State Council of Professors. The magazine periodically publishes six issues annually in January, March, May, July, September and November with full-text research articles in scientific fields including: Educational Management; Nature teaching method is a method of teaching fields such as: Mathematics, Informatics, Physics, Chemistry, Biology, Natural Geography, Natural Sciences, Technology, Engineering and Methods Social teaching is a method of teaching fields such as: Literature, History, Social Geography, Social Sciences, Foreign Languages, Primary Education, Preschool Education, Special Education, Psychology Educational Physics, Philosophy, Citizenship Education, Art, National Defense Education, Economic Education and Law.
CONSTRUCTING A COMPETENCY FRAMEWORK FOR UNDERSTANDING THE LIVING WORLD IN TEACHING THE ECOLOGY AND ENVIRONMENT PART – GRADE 12 BIOLOGY LINKED TO NATURE RESERVES
In the context of educational innovation under the 2018 General Education Curriculum, the development of students’ competence to understand the living world is regarded as an essential requirement for fostering scientific thinking, research capacity, and problem-solving skills connected to the realities of sustainable development. Organizing teaching activities linked to nature reserves provides students with opportunities to engage in authentic experiences that foster their understanding of biological knowledge, thereby cultivating skills in observation, analysis, and the application of knowledge. To meet this requirement, the study employed theoretical analysis in combination with expert consultation to construct a framework of competence in understanding the living world, comprising core components, 18 indicators, and four levels of performance for each indicator. The findings not only contribute to clarifying the conceptualization of competence in teaching Ecology and Environment associated with nature reserves but also provide a foundation for lesson design, the selection of teaching methods, and the assessment of students’ competence.
competence to understand the living world, nature reserves, nature-based teaching, Ecology and Environment
Copyright (c) 2025 Journal of Science Educational Science
DEVELOPING A SIMULATION TOOL FOR MAZE-SOLVING ROBOT PROGRAMMING USING PYTHON
Simulation tools play a vital role in robotics programming education by enabling students to visualize and test algorithms in a virtual environment. In the Robotics Programming course within the Bachelor's program in Informatics Teacher Education at the Faculty of Information Technology, Hanoi National University of Education, a C++ based simulation tool has been used, but it showed significant usability and pedagogical limitations. This study aims to develop a Python-based simulation tool to enhance the teaching and learning experience in this course. Student feedback from Cohort 71 (120 students) was collected through surveys based on established frameworks, including the Technology Acceptance Model (TAM), user experience (UX), and computational thinking (CT), which identified key challenges in the previous tool, such as a steep learning curve and limited visualization capabilities. Based on these insights, the new tool was designed with an intuitive graphical interface and improved algorithm visualization to support hands-on learning. Its effectiveness was empirically evaluated with 65 students from Cohort 72, who experienced both the old and new tools, allowing for a direct comparison. Results indicate significant improvements in usability, engagement, and problem-solving efficiency with the Python-based simulator. This comparative quantitative evidence demonstrates not only the pedagogical benefits of Python-based simulations in robotics education but also the contribution of this study in providing reliable empirical data to support the adoption of this tool.
robotics simulation, maze-solving algorithms, educational technology
EXPLORING THE TREND OF EXPERIENTIAL LEARNING IN HIGH SCHOOL: A BIBLIOMETRIC ANALYSIS IN SCOPUS DATABASE
Experiential learning has become increasingly popular in many countries around the world. This learning method is widely applied across various educational levels and fields. In this study, we evaluate the scientific outcomes of research publications on experiential education in high schools, using scientific data extracted from the Scopus database. A bibliometric analysis was conducted with 231 documents that were filtered according to our research criteria. The results show that the USA has the highest number of publications on this topic. Research trends are quite diverse, with recent studies mainly focusing on experiential learning in STEM education, experiential learning with virtual reality technology, and others. The research collaboration network among countries shows that the USA collaborates with most countries in this field. Growth trends are not yet high and continuous, and other results are detailed in the research findings section.
experiential learning, bibliometrics, Scopus, high school
Mathematics Education (Giáo dục Toán học) STEM Education (Giáo dục STEM) Educational Technology (Công nghệ giáo dục) Curriculum and Instruction (Chương trình và phương pháp giảng dạy)
SOME INSTRUCTIONAL MEASURES FOR TEACHING GEOMETRY BASED ON REALISTIC MATHEMATICS EDUCATION IN HIGH SCHOOLS
Realistic Mathematics Education (RME) is a domain-specific instructional theory that has profoundly influenced mathematics education worldwide, significantly contributing to the innovation of teaching methods in various countries. In the context of the recent comprehensive educational renovation in Vietnam, RME has garnered the attention of numerous mathematics educators for research and implementation. This paper studies the principles of RME, particularly the use of contexts and the use of models. Based on these principles, the article proposes three instructional measures for teaching geometry in high schools based on RME principles, aiming to enhance the effectiveness of mathematics instruction and develop students' mathematical abilities.
Realistic mathematics education, learning situation, Geometry, high school
DEVELOPING GRADE 6 STUDENTS’ COMPETENCE TO APPLY KNOWLEDGE AND SKILLS THROUGH STEM-BASED INSTRUCTION: A CASE STUDY ON THE TOPIC “ENERGY AND ITS TRANSFORMATION”
The Natural Science curriculum emphasizes the importance of developing students’ competence in applying knowledge and skills. This study aimed to propose a framework of competence in applying knowledge and skills through STEM teaching, design the STEM lesson “Energy and its transformation,” and evaluate its impact on the competence development of grade 6 students. The framework and assessment tool were developed through a synthesis of literature and iterative expert consultation; the lesson plan was designed to align with the objectives of the curriculum and the proposed framework. A pedagogical experiment was conducted at Trung Vuong Secondary School (Thai Nguyen province) with one experimental class and one control class. Data sources included teachers’ assessments of students’ competence in applying knowledge and skills (comprising five competence components, nine criteria, and three proficiency levels) and the results of a 45-minute knowledge test administered to both classes after the experiment. Data analysis included descriptive statistics, independent-samples T-tests, and effect size calculation. The findings showed that students demonstrated growth across all competence criteria, with the largest improvements in identifying foundational knowledge and in designing/testing products. The knowledge test results also indicated that the experimental class achieved better learning outcomes than the control class after participating in the STEM lesson. The study concludes that well-designed STEM lessons can significantly enhance grade 6 students’ ability to apply knowledge and skills when teachers are supported with practical assessment tools, sufficient instructional time, and training in competence-oriented pedagogy.
competence to apply knowledge and skills; STEM-based instruction; natural sciences; grade 6 students
DEVELOPING COMMUNICATION SKILLS FOR 5-6-YEAR-OLD CHILDREN WITH AUTISM SPECTRUM DISORDER THROUGH PROJECT-BASED LEARNING: A CASE STUDY
Developing communication skills for children aged 5–6 with autism spectrum disorder plays a crucial role in enhancing their social interaction, increasing their ability to integrate, and fostering essential life skills. This study was conducted to evaluate the effectiveness of Project-Based Learning (PBL) in improving communication skills for children with ASD in an inclusive early education setting. The research adopts a single-group pretest-posttest experimental design and implements a 4-month project-based intervention with two children at a specialized education center. Data were collected using a combination of qualitative and quantitative methods for assessing communication skills. After four months of experimentation, children’s overall communication scores increased from 1.46 to 2.64, indicating meaningful gains in verbal expression, comprehension, turn-taking, and attention regulation. The findings suggest that PBL is effective when sustained and personalized to children’s needs. The study concludes that PBL holds strong potential as a viable intervention model for children with ASD, especially when integrated into long-term, structured learning environments. It recommends broader application of PBL in special education and emphasizes the importance of teacher training and parental involvement in supporting communication development.
Communication skills, autism spectrum disorder (ASD), project-based learning, early intervention
DESIGNING EXERCISES ACCORDING TO THE AMERICAN COLLEGE TESTING (ACT) APPROACH TO ASSESS STUDENTS’ SCIENTIFIC THINKING COMPETENCE IN TEACHING THE TOPIC “ECOLOGY AND ENVIRONMENT” IN BIOLOGY GRADE 12
In the context of the ongoing shift from content-based to competence-based education, the development of assessment tools that validly and reliably measure student competencies has become an essential priority. This study addresses this need by proposing and operationalizing a framework for assessing scientific thinking competence, drawing on the structure of the American College Testing (ACT) approach. The framework encompasses three core components: (1) Interpretation of Data (IOD); (2) Scientific Investigation (SIN); and (3) Evaluation of Models, Inferences, and Experimental Results (EMI). The study’s principal contribution lies in translating this conceptual structure into a systematic process for designing ACT-oriented assessment instruments that extend beyond factual recall to capture higher-order cognitive processes. Applying this process to the Grade 12 Biology topic “Ecology and Environment” resulted in the development of 22 item clusters, comprising 160 questions in four formats: choice, short answer, true/false, and drag-and-drop, illustrating a practical pathway for embedding competence-based assessment into science education to more effectively evaluate and promote advanced levels of student thinking.
scientific thinking competence, American College Testing, exercises, Ecology and Environment
DESIGNING EDUCATIONAL COMICS TO SUPPORT THE TEACHING OF “THE FUNDAMENTALS OF GENERAL CHEMISTRY” (GRADE 10 CHEMISTRY)
In the context of innovating Chemistry teaching methods towards competency development, the use of digital learning materials to support students in accessing abstract and generalized knowledge content is essential. This study aims to design comics as a form of digital learning material to support the teaching of "The Fundamentals of General Chemistry” (Grade 10). The author utilized ChatGPT to assist in developing the storyline and generating illustrative images for the comics. A set of quality assessment criteria for the comics was developed, consisting of eight criteria that ensure both the requirements for comics and alignment with educational objectives. Based on the proposed 6-step design process, four illustrative comics were developed, followed by a questionnaire-based survey conducted on 110 high school students and 31 Chemistry teachers in Hanoi and Hai Duong provinces. The survey results indicate that the comics were positively evaluated in terms of scientific accuracy, attractiveness, ability to stimulate learning interest, and feasibility in practical teaching. The study affirms that designing comics with the support of artificial intelligence is a feasible approach, contributing to the innovation of learning materials and teaching methods for Chemistry in general education.
comics, Fundamentals of General Chemistry, ChatGPT, chemistry teaching, digital learning materials
Lí luận và phương pháp dạy học môn Hóa học
ENHANCING THE APPLICATION COMPETENCY THROUGH A STEAM-BASED CHEMISTRY UNIT ON PRODUCING CARBONATED FRUIT DRINKS IN GRADE 11
Application competency is demonstrated through students’ ability to utilize subject-specific knowledge and skills to explain common phenomena in nature and daily life. This is an essential component that should be emphasized in Chemistry education at the high school. The present study aimed to design and implement STEAM-based instructional topics in Grade 11 Chemistry to foster students’ ability to enhance their application competency. The research involved a survey of 112 students from two high schools and 15 Chemistry teachers to investigate the status of STEAM teaching. The effectiveness of the intervention was assessed through a pre-test and post-test quasi-experimental design with a random sample of 77 students. During the implementation of the STEAM-based instructional content, students applied the knowledge and skills they had acquired and explored within the topic to create STEAM-related products. The findings indicate that teaching STEAM-based topics is a feasible and effective approach to developing students’ application competency.
STEAM teaching, Application Competency, grade 11 Chemistry, Chemistry instruction
ORGANISING THE TEACHING OF FINANCIAL ELEMENTS IN UPPER-SECONDARY MATHEMATICS THROUGH MATHEMATICAL MODELLING ACTIVITIES
In many countries, finance is regarded as a key content area to be integrated into the general education curriculum, particularly in mathematics. Drawing on both international and domestic studies, this paper proposes a pedagogical procedure for teaching financial elements in upper-secondary mathematics through mathematical modelling activities and illustrates its appropriateness with concrete examples.
financial elements, financial education, upper-secondary school, mathematical modelling
DEVELOPING COGNITIVE LOAD OF GEOGRAPHIC INFORMATION IN TEACHING GRADE-10 GEOGRAPHY IN HIGH SCHOOL
In teaching geography, one essential competency is the cognitive load of geographic information. In the process of teaching geography in high schools, this competency is reflected in the students’ ability to grasp, understand, and apply geographical knowledge to complete assigned learning tasks. Geoscience cognitive capacity is expressed through the capacity to perceive the world from a spatial perspective and the capacity to explain geographical phenomena and processes. Developing this competency enables students to strengthen general qualities and abilities such as self-study, autonomy, communication, cooperation, problem-solving, and creativity while also enhancing subject-specific competencies aligned with the new general education program.
teaching geography, cognitive capacity of geographical science, developing competencies
SCALING BLENDED APPROACHES IN TEACHER PROFESSIONAL DEVELOPMENT: A MODEL FOR EMPOWERING TEACHERS IN UNDER-RESOURCED CONTEXTS
Blended approaches, which typically combine technology-enhanced learning with in-person professional development, have gained traction in teacher professional development (TPD) as a scalable approach to improving teaching quality, particularly in under-resourced contexts. However, despite its promise, there remains a lack of integrated frameworks specifically designed to guide the sustainable and context-sensitive scaling of blended TPD. This paper proposes the SCALE-BTPD model which synthesizes key insights from existing scalability models and blended learning literature. The model consists of three interdependent layers: Enabling Conditions, Blended Learning Pathways, and an Iterative Scaling Mechanism. SCALE-BTPD reframes scale as a dynamic, equity-centered process rooted in local realities and teacher agency. It suggests practical guidance for policymakers, education leaders, and implementers seeking to design and scale blended TPD systems that are responsive, inclusive, and oriented toward long-term institutional change.
blended approaches, teacher professional development (TPD), scale, education innovation
DEVELOPING SELF-LEARNING COMPETENCE FOR CHEMISTRY PEDAGOGY STUDENTS THROUGH THE USE OF DIGITAL LEARNING MATERIALS IN THE COURSE ON DESIGNING CHEMISTRY TEACHING PLANS
In the period of the booming Industrial Revolution 4.0, with the rapid development of information technology (IT) and scientific techniques, teaching methods require changes to meet the learning needs of students as well as the increasing demands of society. Therefore, fostering and enhancing self-learning competency (SLC) for students is an extremely important issue. This article focuses on building and using digital learning resources to enhance SLC for students. The research process and the results of pedagogical experiments at the Chemistry Department of Hanoi University of Education are described to demonstrate the effectiveness and feasibility of using digital learning materials in developing self-learning competency for students participating in the course on Developing Teaching Plans for Chemistry. The experimental data, after statistical analysis, showed that the use of digital learning materials (DLMs) to develop self-learning competency for pedagogical students can be scaled up.
digital learning materials, self-learning competency, teaching chemistry
COMPETENCY-BASED ENGLISH TEACHING FOR NON-ENGLISH MAJORS IN HANOI: CURRENT STATUS
This qualitative study explores how competency-based education (CBE) is used in English writing classes for non-English majors at Vietnamese universities, focusing on digital tools and writing skills for employment. Based on theories of competency-based education and socio-constructivist learning, the study uses semi-structured interviews with 10 lecturers. This data, supported by classroom observations and document analysis, provides a detailed account of teaching practices, their benefits, and the challenges of putting them into practice. The lecturers reported that digital tools helped students produce realistic texts and receive ongoing feedback. However, they also identified problems with assessment practices, heavy workloads, and limited support from their universities. The findings indicate a need for clearer curriculum guidance and specific professional development to align teaching and assessment with the goals of CBE. By concentrating on the lecturers' views, the paper offers practical advice for curriculum designers and teacher educators and suggests future research should include student perspectives and policy analysis.
competency-based teaching, English language teaching, non-English majors, technology, multimedia, writing skills, interviews
APPLICATION OF MULTIMEDIA PRODUCTS IN FAMILY VALUES EDUCATION FOR ETHNIC MINORITY YOUTH IN GIA LAI PROVINCE AT PRESENT
The education of family values for ethnic minority youth is a community education content with the main subject being the Ho Chi Minh Communist Youth Union, implementing the “Vietnam Family Development Strategy by 2030” set by the Prime Minister. Gia Lai, a mountainous province in the Central Highlands of Vietnam, has 53% of its youth belonging to ethnic minorities, who carry unique family cultural traits. Issues such as child marriage, domestic violence, demands during marriage, and many other negative phenomena still persist. According to the Government's Report by the end of 2024, Gia Lai province had 392 child marriage couples (of which nearly 97% were ethnic minorities), 02 incestuous marriage couples, and 08 cases of domestic violence. Therefore, using the method of analyzing and summarizing experience and the questionnaire survey method, the authors analyzed the current situation, as a basis for proposing measures to select, design, organize and implement the application of multimedia products in family values education in the research area. Through these measures, the Ho Chi Minh Communist Youth Union at all levels can better implement family values education for ethnic minority youth. As a result, it helps ethnic minority youth enhance their awareness of the beautiful values of Vietnamese families and form habits and moral standards in family interactions. At the same time, it helps ethnic minority youth become responsible for building and developing Vietnamese family values in the new context.
family values education, education for ethnic minority youth, multimedia products in education, community education
A COMPARATIVE STUDY OF THREE TACTILE MAP PRINTING TECHNIQUES IN THE DESIGN OF EDUCATIONAL MATERIALS FOR VISUALLY IMPAIRED STUDENTS
Maps are important teaching tools that help develop spatial thinking in students; for visually impaired students, tactile maps play an especially significant role. Currently, three common techniques are used to produce tactile maps: Thermoform, Swell, and 3D printing. This study compares the suitability of these techniques in the design of educational materials for visually impaired students in Ho Chi Minh City. Using questionnaire surveys combined with in-depth interviews, the research findings show that all 14 experts encountered no difficulties in using the Thermoform technique, which effectively meets both the needs and practical conditions of schools. This study also emphasizes the crucial role of teaching aids, especially tactile maps, in developing the qualities and competencies of visually impaired students within the context of inclusive education in mainstream schools.
visual impairment students, Thermoforming Printing Technique, Swell Printing Technique, 3D Printing Technique
A PRELIMINARY SURVEY ON VIETNAMESE UNIVERSITY STUDENTS’ EFL SPEAKING MINDSETS
Language mindsets play a crucial role in learners’ motivation and achievement in foreign language learning. However, learners’ mindsets regarding specific linguistic skills remain underexplored. This study aimed to identify patterns of Vietnamese tertiary students’ EFL speaking mindsets. A total of 701 non-English-majored undergraduates were surveyed using a six-item, six-point Likert scale. The findings revealed that university students endorsed distinct mindset patterns about EFL speaking. Their mindsets were also not different across demographic variables. This study extends current literature and offers implications for English language pedagogy that nurtures growth in EFL speaking mindsets while cultivating mixed and fixed mindsets among students.
EFL, speaking, mindset, university students
Lý luận và phương pháp dạy học bộ môn tiếng Anh
POETIC FEATURES IN CHILDREN'S STORIES AND PEDAGOGICAL STRATEGIES FOR TEACHING READING COMPREHENSION IN PRIMARY SCHOOL
This article analyzes the linguistic characteristics of narrative stories with poetic elements - a genre that merges storytelling with poetic language - particularly suitable for primary school students. With a simple structure, vivid imagery, and memorable language, such stories are not only engaging for children but also rich in aesthetic and educational value. The article proposes several pedagogical methods to guide students in reading comprehension of this genre, contributing to the development of linguistic competence, figurative thinking, and literary sensitivity. Techniques such as expressive reading, role-playing, illustrative drawing, and connections to real-life contexts enable students to deeply appreciate the artistic values embedded in the texts.
narrative stories with poetic elements, artistic language, reading comprehension, primary education, pedagogical strategies
PROMOTING MOTIVATION IN LANGUAGE LEARNING WITH NATIVE-SPEAKING ENGLISH TEACHERS: UNHEARD VOICES OF EFL STUDENTS
This study investigates Vietnamese EFL learners’ perceptions of their motivation when learning with native English-speaking teachers (NETs) at a public university in the Mekong Delta, Vietnam, focusing on the perceived impact of NETs and learners’ suggestions for enhancing motivational engagement. Data were collected from 88 English learners through questionnaires and 5 semi-structured interviews. The findings indicate a generally high level of agreement among participants regarding ten proposed motivational characteristics of NETs, with the most influential being: (1) modeling appropriate behavior, (2) creating a pleasant and relaxed classroom atmosphere, and (3) establishing positive teacher–learner relationships. However, the study also highlights areas for improvement, notably the need for NETs to enhance (1) task presentation, (2) support for learner goal-setting, and (3) promotion of learner autonomy. The study concludes with practical recommendations for NETs and educational stakeholders to more effectively foster motivation among EFL learners.
motivation, native-speaking English teachers, perceptions, teacher characteristics, teacher roles
DESIGNING STEM-BASED PROJECTS TO ENHANCE STUDENTS' SCIENTIFIC RESEARCH COMPETENCY IN GRADE 11 BIOLOGY EDUCATION
Scientific research competence is one of the key capacities that need to be focused on developing for students, because this competence is the foundation for critical thinking, problem-solving ability, and creativity. Biology 11, with content closely related to phenomena in life and the natural environment, has great potential for organizing experiential learning activities, scientific investigation, and experimentation. Combined with STEM teaching, this subject further promotes its role in forming and developing student research competence. The article studies the theory of scientific research competence, STEM projects to develop scientific research competence, and proposes a 4-step STEAM project design process in teaching Biology 11 content. The results of expert consultation show that the STEM project design process is easy to implement, ensuring scientificity and feasibility. Some STEM projects introduced into teaching have changed some manifestations of scientific research competence. This study supports teachers in the teaching process to develop scientific research competence for students, contributing to meeting the teaching objectives of the 2018 General Education Program.
STEM teaching, scientific research competence, learning project, STEM project
Lí luận và phương pháp dạy học bộ môn Sinh học
DESIGNING AND UTILIZING POSTERS TO DEVELOP EMERGENCY COPING SKILLS FOR PRIMARY SCHOOL STUDENTS
Primary school students are particularly vulnerable in emergency situations such as drowning, poisoning, chemical incidents, and abuse due to their limited awareness and practical experience. Although the 2018 Primary Education Curriculum emphasizes emergency-response education through subject teaching and experiential activities, implementation remains inconsistent and ineffective. Posters with concise content, visual appeal, and memorability offer a promising tool for supporting the development of emergency response skills when designed and used appropriately. This study presents the scientific foundations, design process, and illustrative posters targeting 12 common emergency situations, and proposes practical applications in primary school teaching and student education.
poster, emergency situation, emergency coping skills, primary school students
ASSESSING THE READINESS OF PRE-SERVICE MATHEMATICS TEACHERS FOR GENERATIVE AI INTEGRATION: A SCALE DEVELOPMENT STUDY
This study develops and validates a measurement scale assessing factors influencing the readiness of pre-service mathematics teachers to adopt generative AI in education. The proposed scale comprises five independent factors (Relevance of AI, Confidence in AI, Policy, Classmates' Support, and Ethics), one mediating factor (Subjective Norms), and two dependent factors (Readiness for Teaching and Learning). We used confirmatory factor analysis (CFA) to analyse survey data from 337 pre-service teachers to ensure reliability and construct validity. The findings indicate that this scale is a reliable tool for assessing readiness for generative AI adoption. The study provides valuable insights for policymakers and teacher training institutions as they design training programs and policies to facilitate AI integration in teaching and learning.
thang đo, hành vi, sinh viên sư phạm, sự sẵn sàng, AI tạo sinh
FACTORS INFLUENCING STUDENT SATISFACTION WITH ACADEMIC ADVISING AT HANOI NATIONAL UNIVERSITY OF EDUCATION
Vietnamese higher education is undergoing significant reforms, with academic advising (AAD) increasingly recognized as a key factor in enhancing institutional training quality. This study investigates student satisfaction with AAD at Hanoi National University of Education and identifies influencing factors. Using a quantitative approach, data were collected from 500 students via validated survey instruments. Findings indicate that overall student satisfaction with AAD is relatively high. The regression analysis reveals three statistically significant predictors of satisfaction: advisor empathy, trust-building capacity, and the quality of facilities. In contrast, information accuracy and timely support were not significant. Based on these findings, the study recommends a shift toward a developmental advising model that prioritizes personalization, socio-emotional support, and meaningful advisor–student interaction in the context of modern higher education.
academic advisor, student satisfaction, higher education, Hanoi National University of Education, influencing factors
STUDENTS’ COMPETENCY IN USING LEARNING RESOURCES ON THE LEARNING MANAGEMENT SYSTEM AT HANOI NATIONAL UNIVERSITY OF EDUCATION
This study evaluates the competency of using learning materials within the LMS at Hanoi National University of Education (HNUE LMS), involving 827 students from the faculties of Literature, History, Social Work, and Psychology and Education, within the Social Sciences sector. Research methods include surveys via questionnaires, document analysis, and statistical data processing using SPSS 20 software, employing a rating scale from 1 (poor) to 5 (excellent). Findings indicate that students' competency in utilizing learning materials is moderately good (M = 3.28); however, their skills in linking learning materials to academic tasks remain limited (M = 3.13). Factors influencing this competency include the quality of learning materials, technical infrastructure, students' learning attitudes, and their information technology skills. Based on these results, the study suggests solutions including organizing LMS training programs, upgrading technical support, enhancing the quality of learning materials, and developing a flexible learning environment to improve students' competencies in using learning resources, thereby enhancing overall academic effectiveness.
competency in utilizing learning materials, learning management system (LMS), students of Hanoi National University of Education
HIGH SCHOOL STUDENTS’ PERCEPTIONS OF WRITTEN PEER FEEDBACK IN WRITING CLASSES
Peer feedback is becoming an increasingly valuable part of EFL writing classes, especially as Vietnamese schools shift toward more student-centred approaches, since it encourages active participation, fosters learner autonomy, and helps students develop critical thinking skills. Although much has been studied in higher education settings, there is less understanding of how younger students respond to this method. This study explored the perspectives of high school students in Hanoi by analyzing both their written feedback and reflections during interviews. A qualitative method was employed, utilising semi-structured interviews and analysis of written peer feedback from eight high school students. The research found that students generally had positive views of peer feedback, noting several benefits, such as improved writing abilities, critical thinking skills, and increased confidence. Additionally, the paper highlights several challenges, including the dependability and quality of feedback.
written peer feedback, perceptions, writing
FACTORS INFLUENCING PRE-SERVICE PRIMARY TEACHERS’ READINESS TO USE ARTIFICIAL INTELLIGENCE IN LESSON PLANNING
This study examines factors influencing pre-service primary teachers’ willingness to use AI in lesson planning, as they are expected to lead technology integration in the classroom. Grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT), the Technology Acceptance Model (TAM), the Theory of Planned Behavior (TPB), and the Technological Pedagogical Content Knowledge (TPACK) framework, a survey instrument with six components was developed and administered to 468 pre-service teachers at Hanoi Metropolitan University. Data were analyzed using exploratory factor analysis (EFA) in SPSS. Six key factors emerged: (1) expected effectiveness of AI in supporting lesson planning; (2) awareness and attitudes toward using AI in lesson planning; (3) AI-related skills in lesson design; (4) support from lecturers and the institution; (5) technological infrastructure and learning environment; and (6) ethical and legal understanding of AI in education. Among these, Performance Expectancy and AI-related Skills were the strongest predictors, aligning with TAM and UTAUT, while institutional support, infrastructure, and ethical awareness provided essential enabling conditions. The findings confirm classic technology adoption models while highlighting new requirements in teacher training under digital transformation. Practically, the study suggests integrating AI content into curricula, offering hands-on activities with modern AI tools, improving infrastructure, and enhancing faculty capacity.
artificial intelligence, lesson planning, teacher education, technology adoption, pre-service primary teachers
APPLYING THE PRINCIPLES OF REALISTIC MATHEMATICS EDUCATION TO DESIGN WORD EXERCISES INTEGRATING MORAL EDUCATION THEMES FOR FIFTH-GRADE STUDENTS
This paper investigates the application of Realistic Mathematics Education (RME) principles in designing word exercises that integrate selected moral education themes for fifth-grade students. Mathematics not only fosters logical thinking but can also serve as a medium for cultivating positive moral values, particularly when word exercises are embedded in meaningful and relatable situations. The primary objective of this study is to develop a structured design process for such problems based on RME principles, while also broadening the scope of RME by incorporating moral education into mathematics instruction.
Realistic Mathematics Education (RME), word problem design, moral education, fifth-grade students
RESEARCH ON BUILDING AI CHATBOT: TINBOT 10 AND SUGGESTIONS FOR PEDAGOGICAL METHODS USING TINBOT 10TO SUPPORT TEACHING PYTHONPROGRAMMING
The advancement of Artificial Intelligence has opened up many opportunities to enhance the quality of education, especially in programming instruction. In topic F – “Problem Solving with the Help of Computers”, Computer Science 10 requires students to develop algorithmic thinking and programming skills. However, many students still struggle with understanding syntax, debugging, and applying algorithms to real-world problems. To address this issue, the study proposes the application of an AI Chatbot as a virtual teaching assistant to help personalize learning content. The researchers surveyed the current state of teaching and learning Python programming in topic F of Computer Science 10, while also conducting a pedagogical experiment with a group of students using the AI Chatbot compared to a group learning through traditional methods. The experimental results showed that the experimental group achieved an average score of 8.04 compared to the control group’s 7.07, with a statistically significant difference (p < 0.05), indicating that the AI Chatbot is effective in improving learning outcomes.
artificial intelligence, AI Chatbot, 10th Grade Computer Science, Poe AI, Python programming
DEVELOPING PROBLEM-SOLVING COMPETENCY FOR STUDENTS THROUGH THE CARE-KNOW-DO PEDAGOGICAL MODEL AND UNESCO'S AI COMPETENCY FRAMEWORK IN CHEMISTRY TEACHING
In the context of rapid global digital transformation, developing students' problem-solving competency has become an urgent goal in modern education. This study proposes integrating the Care-Know-Do pedagogical model with UNESCO’s AI Competency Framework for Students to enhance problem-solving competency in Chemistry education. Through theoretical analysis, situational surveys, and model design, the research establishes an instructional framework that enables students to connect Chemistry knowledge with real-world issues while using AI to support analysis, evaluation, and creative problem-solving. The Care-Know-Do model fosters ethical values (Care), consolidates academic knowledge (Know), and cultivates creative action skills (Do), whereas the AI competency framework for students equips students with digital thinking across three levels: Understand, Apply, and Create. Survey results reveal that Chemistry teachers have a positive perception of AI's role in education, but lack clear implementation guidelines. Therefore, the study proposes an integrated pedagogical framework along with illustrative examples to support teachers in designing lessons that effectively foster students’ problem-solving competency.
problem-solving competency, Care-Know-Do pedagogical model, UNESCO’s AI competency framework for students, chemistry education
QUALITY ACCREDITATION OF K-12 SCHOOLS: EXPERIENCES FROM SELECTED COUNTRIES AND LESSONS FOR VIETNAM
Accreditation of general education quality is regarded as an effective quality management tool that helps assess the current status of the general education system in terms of meeting quality standards, overall effectiveness, and identifying strengths and weaknesses against predefined criteria. Based on these evaluations, educational institutions can determine areas for improvement and develop plans to capitalize on strengths and address weaknesses. Each country adopts its approach to general education quality accreditation, depending on national policies and contexts. This article synthesizes selected experiences in general education quality accreditation from Western countries such as the United States and the United Kingdom, as well as from Asian nations such as China and Indonesia. The aim is to draw practical lessons for implementing quality accreditation in Vietnam’s general education system, thereby contributing to more effective policy formulation and execution.
Educational quality accreditation, general education, international experiences