Journal of Science Educational Science
type: channel
description: 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.
publisher: Hanoi National University of Education
language: en
publication name: Journal of Science Educational Science
issn: 2354-1075
items: CONSTRUCTING A COMPETENCY FRAMEWORK FOR UNDERSTANDING THE LIVING WORLD IN TEACHING THE ECOLOGY AND ENVIRONMENT PART – GRADE 12 BIOLOGY LINKED TO NATURE RESERVES
items: DEVELOPING A SIMULATION TOOL FOR MAZE-SOLVING ROBOT PROGRAMMING USING PYTHON
items: EXPLORING THE TREND OF EXPERIENTIAL LEARNING IN HIGH SCHOOL: A BIBLIOMETRIC ANALYSIS IN SCOPUS DATABASE
items: SOME INSTRUCTIONAL MEASURES FOR TEACHING GEOMETRY BASED ON REALISTIC MATHEMATICS EDUCATION IN HIGH SCHOOLS
items: DEVELOPING GRADE 6 STUDENTS’ COMPETENCE TO APPLY KNOWLEDGE AND SKILLS THROUGH STEM-BASED INSTRUCTION: A CASE STUDY ON THE TOPIC “ENERGY AND ITS TRANSFORMATION”
items: DEVELOPING COMMUNICATION SKILLS FOR 5-6-YEAR-OLD CHILDREN WITH AUTISM SPECTRUM DISORDER THROUGH PROJECT-BASED LEARNING: A CASE STUDY
items: 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
items: DESIGNING EDUCATIONAL COMICS TO SUPPORT THE TEACHING OF “THE FUNDAMENTALS OF GENERAL CHEMISTRY” (GRADE 10 CHEMISTRY)
items: ENHANCING THE APPLICATION COMPETENCY THROUGH A STEAM-BASED CHEMISTRY UNIT ON PRODUCING CARBONATED FRUIT DRINKS IN GRADE 11
items: ORGANISING THE TEACHING OF FINANCIAL ELEMENTS IN UPPER-SECONDARY MATHEMATICS THROUGH MATHEMATICAL MODELLING ACTIVITIES
items: DEVELOPING COGNITIVE LOAD OF GEOGRAPHIC INFORMATION IN TEACHING GRADE-10 GEOGRAPHY IN HIGH SCHOOL
items: SCALING BLENDED APPROACHES IN TEACHER PROFESSIONAL DEVELOPMENT: A MODEL FOR EMPOWERING TEACHERS IN UNDER-RESOURCED CONTEXTS
items: DEVELOPING SELF-LEARNING COMPETENCE FOR CHEMISTRY PEDAGOGY STUDENTS THROUGH THE USE OF DIGITAL LEARNING MATERIALS IN THE COURSE ON DESIGNING CHEMISTRY TEACHING PLANS
items: COMPETENCY-BASED ENGLISH TEACHING FOR NON-ENGLISH MAJORS IN HANOI: CURRENT STATUS
items: APPLICATION OF MULTIMEDIA PRODUCTS IN FAMILY VALUES EDUCATION FOR ETHNIC MINORITY YOUTH IN GIA LAI PROVINCE AT PRESENT
items: A COMPARATIVE STUDY OF THREE TACTILE MAP PRINTING TECHNIQUES IN THE DESIGN OF EDUCATIONAL MATERIALS FOR VISUALLY IMPAIRED STUDENTS
items: A PRELIMINARY SURVEY ON VIETNAMESE UNIVERSITY STUDENTS’ EFL SPEAKING MINDSETS
items: POETIC FEATURES IN CHILDREN'S STORIES AND PEDAGOGICAL STRATEGIES FOR TEACHING READING COMPREHENSION IN PRIMARY SCHOOL
items: PROMOTING MOTIVATION IN LANGUAGE LEARNING WITH NATIVE-SPEAKING ENGLISH TEACHERS: UNHEARD VOICES OF EFL STUDENTS
items: DESIGNING STEM-BASED PROJECTS TO ENHANCE STUDENTS' SCIENTIFIC RESEARCH COMPETENCY IN GRADE 11 BIOLOGY EDUCATION
items: DESIGNING AND UTILIZING POSTERS TO DEVELOP EMERGENCY COPING SKILLS FOR PRIMARY SCHOOL STUDENTS
items: ASSESSING THE READINESS OF PRE-SERVICE MATHEMATICS TEACHERS FOR GENERATIVE AI INTEGRATION: A SCALE DEVELOPMENT STUDY
items: FACTORS INFLUENCING STUDENT SATISFACTION WITH ACADEMIC ADVISING AT HANOI NATIONAL UNIVERSITY OF EDUCATION
items: STUDENTS’ COMPETENCY IN USING LEARNING RESOURCES ON THE LEARNING MANAGEMENT SYSTEM AT HANOI NATIONAL UNIVERSITY OF EDUCATION
items: HIGH SCHOOL STUDENTS’ PERCEPTIONS OF WRITTEN PEER FEEDBACK IN WRITING CLASSES
items: FACTORS INFLUENCING PRE-SERVICE PRIMARY TEACHERS’ READINESS TO USE ARTIFICIAL INTELLIGENCE IN LESSON PLANNING
items: APPLYING THE PRINCIPLES OF REALISTIC MATHEMATICS EDUCATION TO DESIGN WORD EXERCISES INTEGRATING MORAL EDUCATION THEMES FOR FIFTH-GRADE STUDENTS
items: RESEARCH ON BUILDING AI CHATBOT: TINBOT 10 AND SUGGESTIONS FOR PEDAGOGICAL METHODS USING TINBOT 10TO SUPPORT TEACHING PYTHONPROGRAMMING
items: DEVELOPING PROBLEM-SOLVING COMPETENCY FOR STUDENTS THROUGH THE CARE-KNOW-DO PEDAGOGICAL MODEL AND UNESCO'S AI COMPETENCY FRAMEWORK IN CHEMISTRY TEACHING
items: QUALITY ACCREDITATION OF K-12 SCHOOLS: EXPERIENCES FROM SELECTED COUNTRIES AND LESSONS FOR VIETNAM

CONSTRUCTING A COMPETENCY FRAMEWORK FOR UNDERSTANDING THE LIVING WORLD IN TEACHING THE ECOLOGY AND ENVIRONMENT PART – GRADE 12 BIOLOGY LINKED TO NATURE RESERVES
type: item
description: 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.
subject: Educational Sciences: Natural Science
  topic: section
subject: competence to understand the living world, nature reserves, nature-based teaching, Ecology and Environment
  topic: keywords
subject: Biology Teaching Theory
  topic: disciplines
creator: Nguyen Thuy Dung
creator: Phan Thi Thanh Hoi
creator: Nguyen Lan Hung Son
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-09-18
publication date: 2025-09-18
starting page: 208
ending page: 218
doi: 10.18173/2354-1075.2025-0123

DEVELOPING A SIMULATION TOOL FOR MAZE-SOLVING ROBOT PROGRAMMING USING PYTHON
type: item
description: 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.
subject: Educational Sciences: Natural Science
  topic: section
subject: robotics simulation, maze-solving algorithms, educational technology
  topic: keywords
subject: Application of IT in teaching
  topic: disciplines
creator: Nguyen Trung Khanh
creator: Le Xuan Hien
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-09-30
publication date: 2025-09-30
starting page: 157
ending page: 167
doi: 10.18173/2354-1075.2025-0100

EXPLORING THE TREND OF EXPERIENTIAL LEARNING IN HIGH SCHOOL: A BIBLIOMETRIC ANALYSIS IN SCOPUS DATABASE
type: item
description: 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.
subject: Educational Sciences: Natural Science
  topic: section
subject: experiential learning, bibliometrics, Scopus, high school
  topic: keywords
subject: 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)
  topic: disciplines
creator: Le Ngoc Son
creator: Nguyen Phuong Chi
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-09-30
publication date: 2025-09-30
starting page: 147
ending page: 156
doi: 10.18173/2354-1075.2025-0099

SOME INSTRUCTIONAL MEASURES FOR TEACHING GEOMETRY BASED ON REALISTIC MATHEMATICS EDUCATION IN HIGH SCHOOLS
type: item
description: 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.
subject: Educational Sciences: Natural Science
  topic: section
subject: Realistic mathematics education, learning situation, Geometry, high school
  topic: keywords
creator: Le Tuan Anh
creator: Nguyen Huyen Trang
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-11-28
publication date: 2025-11-28
starting page: 129
ending page: 139
doi: 10.18173/2354-1075.2025-0116

DEVELOPING GRADE 6 STUDENTS’ COMPETENCE TO APPLY KNOWLEDGE AND SKILLS THROUGH STEM-BASED INSTRUCTION: A CASE STUDY ON THE TOPIC “ENERGY AND ITS TRANSFORMATION”
type: item
description: 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.
subject: Educational Sciences: Natural Science
  topic: section
subject: competence to apply knowledge and skills; STEM-based instruction; natural sciences; grade 6 students
  topic: keywords
creator: Nguyen Truong Giang
creator: Nguyen Mai Chi
creator: Tran Trung Ninh
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-09-30
publication date: 2025-09-30
starting page: 179
ending page: 188
doi: 10.18173/2354-1075.2025-0102

DEVELOPING COMMUNICATION SKILLS FOR 5-6-YEAR-OLD CHILDREN WITH AUTISM SPECTRUM DISORDER THROUGH PROJECT-BASED LEARNING: A CASE STUDY
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: Communication skills, autism spectrum disorder (ASD), project-based learning, early intervention
  topic: keywords
subject: None
  topic: disciplines
creator: Phan Thi Hang
creator: Nguyen Thi Minh
creator: Du Nhat Thong
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-09-10
publication date: 2025-09-10
starting page: 109
ending page: 118
doi: 10.18173/2354-1075.2025-0095

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
type: item
description: 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.
subject: Educational Sciences: Natural Science
  topic: section
subject: scientific thinking competence, American College Testing, exercises, Ecology and Environment
  topic: keywords
creator: Nguyen Mau Hoang Quan
creator: Phan Thi Thanh Hoi
creator: Bui Thi Lan Anh
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-09-30
publication date: 2025-09-30
starting page: 189
ending page: 200
doi: 10.18173/2354-1075.2025-0103

DESIGNING EDUCATIONAL COMICS TO SUPPORT THE TEACHING OF “THE FUNDAMENTALS OF GENERAL CHEMISTRY” (GRADE 10 CHEMISTRY)
type: item
description: 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.
subject: Educational Sciences: Natural Science
  topic: section
subject: comics, Fundamentals of General Chemistry, ChatGPT, chemistry teaching, digital learning materials
  topic: keywords
subject: Lí luận và phương pháp dạy học môn Hóa học
  topic: disciplines
creator: Pham Thi Thuy
creator: Vu Thuy Dung
creator: Le Thao Linh
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-11-28
publication date: 2025-11-28
starting page: 197
ending page: 207
doi: 10.18173/2354-1075.2025-0122

ENHANCING THE APPLICATION COMPETENCY THROUGH A STEAM-BASED CHEMISTRY UNIT ON PRODUCING CARBONATED FRUIT DRINKS IN GRADE 11
type: item
description: 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.
subject: Educational Sciences: Natural Science
  topic: section
subject: STEAM teaching, Application Competency, grade 11 Chemistry, Chemistry instruction
  topic: keywords
subject: Lý luận và PPDH bộ môn Hoá học
  topic: disciplines
creator: Nguyen Thi Kim Anh
creator: Vo Van Duyen Em
creator: Truong Thanh Dat
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-07-30
publication date: 2025-07-30
starting page: 197
ending page: 207
doi: 10.18173/2354-1075.2025-0083

ORGANISING THE TEACHING OF FINANCIAL ELEMENTS IN UPPER-SECONDARY MATHEMATICS THROUGH MATHEMATICAL MODELLING ACTIVITIES
type: item
description: 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.
subject: Educational Sciences: Natural Science
  topic: section
subject: financial elements, financial education, upper-secondary school, mathematical modelling
  topic: keywords
subject: Mathematics Education
  topic: disciplines
creator: Nguyen Tien Dat
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-09-30
publication date: 2025-09-30
starting page: 137
ending page: 146
doi: 10.18173/2354-1075.2025-0098

DEVELOPING COGNITIVE LOAD OF GEOGRAPHIC INFORMATION IN TEACHING GRADE-10 GEOGRAPHY IN HIGH SCHOOL
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: teaching geography, cognitive capacity of geographical science, developing competencies
  topic: keywords
subject: phương pháp dạy học địa lý
  topic: disciplines
creator: Kieu Van Hoan
creator: Dinh Thuy Duong
creator: Doan Thi Thong
creator: Cao Thi Hoa
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-07-19
publication date: 2025-07-19
starting page: 73
ending page: 87
doi: 10.18173/2354-1075.2025-0111

SCALING BLENDED APPROACHES IN TEACHER PROFESSIONAL DEVELOPMENT: A MODEL FOR EMPOWERING TEACHERS IN UNDER-RESOURCED CONTEXTS
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: blended approaches, teacher professional development (TPD), scale, education innovation
  topic: keywords
subject: teacher professional development
  topic: disciplines
creator: Nguyen Phuong Thao
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-08-12
publication date: 2025-08-12
starting page: 81
ending page: 90
doi: 10.18173/2354-1075.2025-0092

DEVELOPING SELF-LEARNING COMPETENCE FOR CHEMISTRY PEDAGOGY STUDENTS THROUGH THE USE OF DIGITAL LEARNING MATERIALS IN THE COURSE ON DESIGNING CHEMISTRY TEACHING PLANS
type: item
description: 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.
subject: Educational Sciences: Natural Science
  topic: section
subject: digital learning materials, self-learning competency, teaching chemistry
  topic: keywords
creator: Luu Thi Luong Yen
creator: Nguyen Mau Duc
creator: Nguyen Van Thinh
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-07-11
publication date: 2025-07-11
starting page: 168
ending page: 178
doi: 10.18173/2354-1075.2025-0101

COMPETENCY-BASED ENGLISH TEACHING FOR NON-ENGLISH MAJORS IN HANOI: CURRENT STATUS
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: competency-based teaching, English language teaching, non-English majors, technology, multimedia, writing skills, interviews
  topic: keywords
creator: Tran Ngoc Giang
creator: Tran Huong Quynh
creator: Nguyen Thi Huong Lan
creator: Do Thi Phi Nga
creator: Phan Thi Ngoc Bich
creator: Pham Gia Hen
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-09-05
publication date: 2025-09-05
starting page: 3
ending page: 13
doi: 10.18173/2354-1075.2025-0084

APPLICATION OF MULTIMEDIA PRODUCTS IN FAMILY VALUES EDUCATION FOR ETHNIC MINORITY YOUTH IN GIA LAI PROVINCE AT PRESENT
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: family values education, education for ethnic minority youth, multimedia products in education, community education
  topic: keywords
creator: Nguyen Dieu Linh
creator: Truong Thi Kim Ngan
creator: Tran Thi Phi Hang
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-08-04
publication date: 2025-08-04
starting page: 119
ending page: 128
doi: 10.18173/2354-1075.2025-0096

A COMPARATIVE STUDY OF THREE TACTILE MAP PRINTING TECHNIQUES IN THE DESIGN OF EDUCATIONAL MATERIALS FOR VISUALLY IMPAIRED STUDENTS
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: visual impairment students, Thermoforming Printing Technique, Swell Printing Technique, 3D Printing Technique
  topic: keywords
subject: Cartography
  topic: disciplines
subject: Geography
  topic: disciplines
subject: Special Education
  topic: disciplines
creator: Truong Nhan Minh
creator: Le The Trung
creator: Ta Duc Hieu
creator: Hoang Thi Nga
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-11-25
publication date: 2025-11-25
starting page: 99
ending page: 110
doi: 10.18173/2354-1075.2025-0113

A PRELIMINARY SURVEY ON VIETNAMESE UNIVERSITY STUDENTS’ EFL SPEAKING MINDSETS
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: EFL, speaking, mindset, university students
  topic: keywords
subject: Lý luận và phương pháp dạy học bộ môn tiếng Anh
  topic: disciplines
creator: Nguyen Thi Bich Nhi
creator: Nguyễn Văn Lợi
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-11-26
publication date: 2025-11-26
starting page: 54
ending page: 63
doi: 10.18173/2354-1075.2025-0109

POETIC FEATURES IN CHILDREN'S STORIES AND PEDAGOGICAL STRATEGIES FOR TEACHING READING COMPREHENSION IN PRIMARY SCHOOL
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: narrative stories with poetic elements, artistic language, reading comprehension, primary education, pedagogical strategies
  topic: keywords
creator: Nguyen Duc Khuong
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-05-26
publication date: 2025-05-26
starting page: 139
ending page: 149
doi: 10.18173/2354-1075.2025-0058

PROMOTING MOTIVATION IN LANGUAGE LEARNING WITH NATIVE-SPEAKING ENGLISH TEACHERS: UNHEARD VOICES OF EFL STUDENTS
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: motivation, native-speaking English teachers, perceptions, teacher characteristics, teacher roles
  topic: keywords
creator: Tran Thi Thien Trang
creator: Nguyen Anh Thi
creator: Do Thi Bich Thuyen
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-08-04
publication date: 2025-08-04
starting page: 14
ending page: 23
doi: 10.18173/2354-1075.2025-0085

DESIGNING STEM-BASED PROJECTS TO ENHANCE STUDENTS' SCIENTIFIC RESEARCH COMPETENCY IN GRADE 11 BIOLOGY EDUCATION
type: item
description: 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.
subject: Educational Sciences: Natural Science
  topic: section
subject: STEM teaching, scientific research competence, learning project, STEM project
  topic: keywords
subject: Lí luận và phương pháp dạy học bộ môn Sinh học
  topic: disciplines
creator: Nguyen Ngoc Muu
creator: Nguyen Thi Hang Nga
creator: Nguyen Thi Bich Ngoc
creator: Doan Hoai Thu
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-05-30
publication date: 2025-05-30
starting page: 184
ending page: 194
doi: 10.18173/2354-1075.2025-0062

DESIGNING AND UTILIZING POSTERS TO DEVELOP EMERGENCY COPING SKILLS FOR PRIMARY SCHOOL STUDENTS
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: poster, emergency situation, emergency coping skills, primary school students
  topic: keywords
creator: Vu Thi Lan Anh
creator: Tran Thi Ngoc Anh
creator: Bui Le Bao Chau
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-09-18
publication date: 2025-09-18
starting page: 14
ending page: 23
doi: 10.18173/2354-1075.2025-0105

ASSESSING THE READINESS OF PRE-SERVICE MATHEMATICS TEACHERS FOR GENERATIVE AI INTEGRATION: A SCALE DEVELOPMENT STUDY
type: item
description: 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.
subject: Educational Sciences: Natural Science
  topic: section
subject: thang đo, hành vi, sinh viên sư phạm, sự sẵn sàng, AI tạo sinh
  topic: keywords
subject: Khoa học giáo dục
  topic: disciplines
subject: nghiên cứu định lượng
  topic: disciplines
creator: Tang Minh Dung
creator: Nguyen Thi Nga
creator: Le Thai Bao Thien Trung
creator: Bui Hoang Dieu Ban
creator: Phu Luong Chi Quoc
creator: Ta Thanh Trung
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-11-28
publication date: 2025-11-28
starting page: 152
ending page: 163
doi: 10.18173/2354-1075.2025-0118

FACTORS INFLUENCING STUDENT SATISFACTION WITH ACADEMIC ADVISING AT HANOI NATIONAL UNIVERSITY OF EDUCATION
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: academic advisor, student satisfaction, higher education, Hanoi National University of Education, influencing factors
  topic: keywords
creator: Tieu Thị My Hong
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-08-04
publication date: 2025-08-04
starting page: 62
ending page: 69
doi: 10.18173/2354-1075.2025-0090

STUDENTS’ COMPETENCY IN USING LEARNING RESOURCES ON THE LEARNING MANAGEMENT SYSTEM AT HANOI NATIONAL UNIVERSITY OF EDUCATION
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: competency in utilizing learning materials, learning management system (LMS), students of Hanoi National University of Education
  topic: keywords
creator: Mai Quoc Khanh
creator: Phan Trung Kien
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-05-22
publication date: 2025-05-22
starting page: 39
ending page: 50
doi: 10.18173/2354-1075.2025-0049

HIGH SCHOOL STUDENTS’ PERCEPTIONS OF WRITTEN PEER FEEDBACK IN WRITING CLASSES
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: written peer feedback, perceptions, writing
  topic: keywords
creator: Nguyen Thi Thu Ha
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-07-09
publication date: 2025-07-09
starting page: 78
ending page: 86
doi: 10.18173/2354-1075.2025-0071

FACTORS INFLUENCING PRE-SERVICE PRIMARY TEACHERS’ READINESS TO USE ARTIFICIAL INTELLIGENCE IN LESSON PLANNING
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: artificial intelligence, lesson planning, teacher education, technology adoption, pre-service primary teachers
  topic: keywords
subject: Primary education
  topic: disciplines
creator: Pham Viet Quynh
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-09-09
publication date: 2025-09-09
starting page: 70
ending page: 80
doi: 10.18173/2354-1075.2025-0091

APPLYING THE PRINCIPLES OF REALISTIC MATHEMATICS EDUCATION TO DESIGN WORD EXERCISES INTEGRATING MORAL EDUCATION THEMES FOR FIFTH-GRADE STUDENTS
type: item
description: 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.
subject: Educational Sciences: Natural Science
  topic: section
subject: Realistic Mathematics Education (RME), word problem design, moral education, fifth-grade students
  topic: keywords
creator: Tran Le Ha Mi
creator: Hoang Thu Phuong
creator: Nguyen Anh Tu
creator: Luu Tra My
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-07-31
publication date: 2025-07-31
starting page: 165
ending page: 175
doi: 10.18173/2354-1075.2025-0080

RESEARCH ON BUILDING AI CHATBOT: TINBOT 10 AND SUGGESTIONS FOR PEDAGOGICAL METHODS USING TINBOT 10TO SUPPORT TEACHING PYTHONPROGRAMMING
type: item
description: 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.
subject: Educational Sciences: Natural Science
  topic: section
subject: artificial intelligence, AI Chatbot, 10th Grade Computer Science, Poe AI, Python programming
  topic: keywords
subject: Ứng dụng Trí tuệ nhân tạo
  topic: disciplines
creator: Truong Thi Dao
creator: Kieu Phuong Thuy
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-11-28
publication date: 2025-11-28
starting page: 164
ending page: 175
doi: 10.18173/2354-1075.2025-0119

DEVELOPING PROBLEM-SOLVING COMPETENCY FOR STUDENTS THROUGH THE CARE-KNOW-DO PEDAGOGICAL MODEL AND UNESCO'S AI COMPETENCY FRAMEWORK IN CHEMISTRY TEACHING
type: item
description: 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.
subject: Educational Sciences: Natural Science
  topic: section
subject: problem-solving competency, Care-Know-Do pedagogical model, UNESCO’s AI competency framework for students, chemistry education
  topic: keywords
creator: Nguyen Mau Duc
creator: Nguyen Vinh Quang
creator: Nguyen Hoang Kien
creator: Cao Thi Van Giang
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-05-15
publication date: 2025-05-15
starting page: 176
ending page: 185
doi: 10.18173/2354-1075.2025-0120

QUALITY ACCREDITATION OF K-12 SCHOOLS: EXPERIENCES FROM SELECTED COUNTRIES AND LESSONS FOR VIETNAM
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: Educational quality accreditation, general education, international experiences
  topic: keywords
creator: Nguyen Duc Son
creator: Duong Giang Thien Huong
creator: Dao Thi Minh Chau
creator: Tran Thi Bich Ngoc
creator: Hoang Thi Kim Hue
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-05-26
publication date: 2025-05-26
starting page: 3
ending page: 15
doi: 10.18173/2354-1075.2025-0046