HNUE Journal of Science: Journal of Educational Science
The HNUE Journal of Science: Journal of Educational Science (HNUE JoES) 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. Since 2025, the journal has published seven issues annually, in January, March, May, June, September, October and December with full-text research articles in various fields of educational sciences, including: Educational Management, Educational Psychology, Economic Education; Teaching Methods in Natural Sciences (Mathematics, Informatics, Physics, Chemistry, Biology, Geography, Technology, and Engineering); Teaching Methods in Social Sciences (Literature, History, Social-economic Geography, Foreign Languages, Primary Education, Early Childhood Education, Special Education, Philosophy, Civic Education, Arts, National Defense Education, and other social sciences).
TEACHER COGNITION AND MULTILINGUAL TEACHING PRACTICES IN EARLY CHILDHOOD EDUCATION: EVIDENCE FROM THE JRAI ETHNIC MINORITY CONTEXT IN VIETNAM
This study investigates the relationship between teacher cognition, multilingual teaching practices, child outcomes, and sustainability in early childhood education within the Jrai ethnic minority context in Vietnam. Using a quantitative design, data were collected from 189 preschool teachers and analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that teacher cognition is significantly associated with teaching practices, which are in turn positively associated with child outcomes and sustainability. The results further suggest that teaching practices may function as an important mediating pathway within multilingual early childhood education contexts. The model demonstrates strong explanatory power and predictive relevance, suggesting the important role of classroom enactment in multilingual education. Unlike prior studies focusing on external training inputs, this research provides a context-specific perspective that contributes to understanding multilingual teaching practices in linguistically diverse early childhood settings. These findings provide a cognition-based perspective that advances understanding of multilingual pedagogy in linguistically diverse early childhood settings.
Teacher cognition; Multilingual education; Teaching practices; Child outcomes; Sustainability; Early childhood education; PLS-SEM
Copyright (c) 2026 Journal of Science Educational Science
STUDENTS’ PERCEPTIONS AND PRACTICES OF USING AI CHATBOTS FOR ENGLISH COMMUNICATION LEARNING IN A VIETNAMESE VOCATIONAL COLLEGE
This study examines vocational college students’ perceptions and self-reported practices of using AI chatbots to support English communication learning in Danang City, Vietnam. Using a sequential explanatory mixed-methods design, questionnaire data were collected from 100 second-year students and then explored further through semi-structured interviews with 10 students. Research findings show that the students viewed AI chatbots positively and used them mainly as accessible learning support for vocabulary learning, listening to conversations, speaking preparation, and out-of-class practice. Drawing on the extended Technology Acceptance Model, perceived usefulness, ease of use, reliability, and enjoyment were found to be positively related to students’ intention to continue using AI chatbots, with enjoyment playing the strongest predictive role. The interview data also revealed a more cautious side: the students reported AI’s inaccurate answers, sometimes unnatural language use, privacy concerns, and possible overdependence. Most students did not see AI chatbots as replacements for teachers, but as additional tools for practice and support. The study contributes a vocational-college perspective from Vietnam and highlights that continued AI chatbot use in English communication learning is shaped not only by perceived usefulness, but also by low-pressure and enjoyable practice conditions.
AI chatbots; English communication skills; student perceptions; vocational education; Technology Acceptance Model
ARTISTIC GIFTEDNESS AMONG FIRST-YEAR UNIVERSITY STUDENTS: A MULTIDIMENSIONAL SCREENING STUDY AT HANOI NATIONAL UNIVERSITY OF EDUCATION
Artistic giftedness is increasingly conceptualized as a multidimensional construct integrating cognitive ability, creativity, and domain-specific artistic expression. This study examined the levels, structural relationships, and predictors of artistic giftedness among 285 first-year students at Hanoi National University of Education. Data were analyzed using descriptive statistics, correlation analysis, and multiple regression analysis. The results indicated that a substantial subgroup of first-year students demonstrates potential for artistic giftedness. Cognitive ability, creativity, and artistic giftedness were strongly and significantly interrelated, supporting the structural coherence of the Artistic Giftedness Screening Scale. Regression analyses revealed that both cognitive ability and creativity significantly predicted artistic giftedness, with creativity emerging as the strongest predictor. No statistically significant gender differences were observed. These findings suggest that artistic giftedness among first-year university students is more appropriately conceptualized as developmental potential rather than fully manifested talent.
Giftedness; Artistic Giftedness; First-year students; Hanoi National University of Education
EXPLORING STUDENTS’ PERCEPTIONS OF LEARNING OUTCOME ASSESSMENT IN HIGHER EDUCATION: A CASE STUDY AT NONG LAM UNIVERSITY
This study analyzed how learning outcome assessment was perceived by Nong Lam University students across four dimensions: Improvement, External attribution, Affective/Social and Irrelevance. Adopting a mixed-methods design, quantitative data were gathered by an adapted version of Brown’s (2008) Student Conceptions of Assessment (SCoA) scale, supported with qualitative analysis from interviews with 25 students from different majors to investigate the experiences and perceptions of assessment practices. Results showed strong endorsement of the Improvements and Affect/ Social, demonstrating participants’ favouring of assessment as a formative and motivational tool. The moderate agreement in the External Attributions indicated some awareness of assessment’s signaling role whereas the Irrelevance dimension recorded the lowest mean scores and the greatest variability, indicating mixed perceptions of fairness and usefulness. With the exception of Irrelevance, where male students showed greater agreement, gender analysis revealed no significant differences. Taken together, these findings offer both conceptual and contextual contributions to the literature on students’ conceptions of assessment. The study extends the SCoA framework to learning outcome assessment in Vietnamese higher education and shows that students’ perceptions reflect a transitional assessment culture, in which strong support for improvement and social engagement coexists with concerns about fairness, pressure, and over-assessment.
perceptions of assessment, Improvement, External Attribute, Irrelevance
THE INFLUENCE OF SOCIAL SUPPORT AND PSYCHOLOGICAL RESILIENCE ON STUDENTS’ EMOTIONAL INTELLIGENCE: THE MEDIATING ROLE OF SELF-EFFICACY
This study aimed to examine the relationships among social support, psychological resilience, self-efficacy, and emotional intelligence among university students, while also testing the mediating role of self-efficacy. Data were collected from 613 students at universities in Ho Chi Minh City. The measurement scales were evaluated using Cronbach’s alpha, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). Results indicated that social support had a direct relationship with emotional intelligence (β = 0.212) and an indirect relationship through self-efficacy (β = 0.278), whereas psychological resilience was directly related to emotional intelligence (β = 0.187) and indirectly through self-efficacy (β = 0.255). The total effects suggest that self-efficacy partially mediates these relationships. Given the cross-sectional design, the findings only reflect associations and do not allow causal inferences. This study provides empirical evidence on the links between psychosocial resources and emotional intelligence among Vietnamese students, while also highlighting the potential mediating role of self-efficacy. The findings may inform psychological–educational support programs aimed at enhancing students’ emotional competencies.
Psychological resilience, self-efficacy, social support, university students, emotional intelligence
DEVELOPING A VIRTUAL ASSISTANT TO SUPPORT INFORMATICS LESSON PLANNING
Preparing high school Informatics lesson plans is time-consuming, as teachers must meet the knowledge, competency, and quality requirements of the 2018 General Education Curriculum while organizing textbook content in accordance with the structure of Official Dispatch 5512. Large Language Models (LLMs) can assist teachers; however, hallucination – where models generate content that deviates from the curriculum – is the primary obstacle. This study develops a GraphRAG-based virtual assistant, combining Gemini with a Neo4j knowledge graph that encodes the high school Informatics curriculum and the Digital Competence Framework prescribed by Circular 02/2025/TT-BGDĐT and operationalized for school students in Official Dispatch 3456 (MOET, 2025b). The novelty of this research lies in a two-layer control mechanism: an immutable zone extracting data verbatim from the knowledge graph, and a creative zone for the model to flexibly design pedagogical activities. The pedagogical design of the system is justified through the Backward Design and constructive alignment frameworks, clearly defining the structural support role of the virtual assistant while preserving the teacher's pedagogical autonomy. A survey of 35 participants yielded an overall mean score of 4.52/5 (SD = 0.60; α = 0.898) across 22 criteria in four groups. A within-subject comparative experiment (n = 20) showed that the system was rated higher than a standalone LLM across all four core criteria (p < 0.05, Wilcoxon signed-rank test).
Virtual assistant, lesson planning, GraphRAG, knowledge graph, large language model
DESIGNING TEACHING SITUATIONS IN PROBABILITY AND STATISTICS TO DEVELOP THE COMPETENCE TO EXPLOIT DATA AND INFORMATION FOR GRADE 10 STUDENTS
In the context of digital transformation and competence-based education, the competence to exploit data and information has become an important requirement for high school students. This paper focuses on proposing the process of designing teaching situations on the topic of Probability and Statistics in the direction of developing the competence to exploit data and information for students. The main research methods used are theoretical research, analysis of the Mathematics curriculum and content, design and illustration with specific teaching situations. On that basis, the paper builds a four-step design process and proposes a number of teaching scenarios associated with practical data. The results of the study contribute to clarifying how to integrate the requirement to develop the competence to exploit data and information into the teaching of Probability and Statistics in high schools.
Competence to exploit data and information; teaching situations; probability and statistics; high school students.
PSYCHOLOGICAL FACTORS AFFECTING STUDENTS' LEARNING MOTIVATION
Learning motivation plays a pivotal role in sustaining students’ persistent effort, engagement, and interest in learning, thereby directly influencing the quality and effectiveness of higher education. This study aims to identify the psychological factors affecting students’ learning motivation based on survey data from 768 students at Ho Chi Minh City University of Technology and Engineering. The analysis included reliability testing using Cronbach’s Alpha, Exploratory Factor Analysis (EFA), and linear regression modeling. The results indicate that learning motivation is significantly influenced by four groups of factors: self-confidence, self-regulation, academic fatigue and stress, and psychological resilience, with self-confidence exerting the strongest effect. Based on these findings, the study proposes several recommendations to enhance students’ learning motivation.
Motivation for learning, psychological factors, influencing factors, students
DEVELOPING SOCIAL COMMUNICATION SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDER AGED 3–4 YEARS THROUGH NON-DIRECTIVE PLAY THERAPY
This single-case intervention study examined the application of non-directive play therapy (NDPT) to enhance social communication skills in a child with moderate autism spectrum disorder (ASD) aged 3 years. The intervention consisted of 32 individual play sessions, each lasting 45–60 minutes, conducted over eight weeks. Data were collected through video recordings, structured observations, and the Social Communication Checklist, and were analyzed using both quantitative and qualitative methods. Results indicated significant improvements in several domains of social communication, including social participation, expressive language, receptive language, and functional play skills. The child demonstrated increased initiation of interaction, more active engagement in joint play, and expanded functional vocabulary during the intervention period. These findings suggest that NDPT may be a promising approach for supporting early social communication development in young children with ASD. The study also contributes preliminary empirical evidence on the application of NDPT within the Vietnamese early intervention context.
non-directive play therapy, autism spectrum disorder, social communication, social participation
THE CURRENT STATUS OF PHYSICAL EDUCATION TEACHING AT VIETNAM NATIONAL UNIVERSITY, HANOI: A COMPETENCY-BASED APPROACH
This study aims to analyze the current situation of teaching activities in the Physical Education course at Vietnam National University, Hanoi from a competency-based perspective. The study employed questionnaire surveys, interviews, observations, and document analysis; the data were processed using descriptive statistics. The results show that the teaching activities of the Physical Education courses have initially reflected a competency-based approach in terms of objectives, content, and implementation. However, the implementation process still reveals several limitations, such as the uneven innovation of teaching methods, the lack of diversity in forms of learning organization, the limited alignment between course content and students’ needs and capacity for self-directed practice, and assessment practices that have not fully reflected the process of learners’ competency development. The findings provide a practical basis for the development of solutions to improve the effectiveness of teaching the Physical Education course in higher education institutions.
Physical Education, teaching activities, competency-based approach, Vietnam National University, Hanoi
DEVELOPMENT AND VALIDATION OF A SENIOR HIGH SCHOOL STATISTICS AND PROBABILITY ACHIEVEMENT TEST USING ITEM RESPONSE THEORY
This study addressed the critical need for sophisticated diagnostic tools in Philippine mathematics education by developing and validating the Senior High School Statistics and Probability Achievement Test (SHSTAT). Validation in this study refers to established internal structural evidence and psychometric calibration, assessed through unidimensionality, local independence, and item-model fit. Utilizing a descriptive-developmental research design grounded in Item Response Theory (IRT), the study transcended the limitations of Classical Test Theory to provide precise measurement across the ability continuum. The instrument was administered to 1,703 Grade 11 students from public and private schools in Cavite. Results from a Modified Parallel Analysis (MPA) confirmed the instrument's unidimensionality, with all item factor loadings (λ ≥ 0.90) substantially exceeding the 0.30 criterion. Comparative model fitting identified the Three-Parameter Logistic (3PL) model as the superior fit for multiple-choice data, effectively accounting for item discrimination (a), difficulty (b), and pseudo-guessing (c). Iterative refinement resulted in a 30-item scale that satisfied the assumption of local independence (|Q3| < 0.20) and exhibited excellent item-fit indices (RMSEA < 0.05). Distinct from traditional procedural assessments, item- and test-level IRT analyses indicate that the SHSTAT demonstrates high conditional measurement precision, with the Test Information Function (TIF) peaking at 17.5 around θ ≈ 1.3, indicating optimal precision at moderately high proficiency levels. This precision is driven by highly discriminating items, whose Item Characteristic Curves (ICCs) exhibit steep slopes and whose Item Information Functions (IIFs) show concentrated information between 0.8 < θ < 1.8. Consistently, the Test Characteristic Curve (TCC) displays a pronounced slope within this same range, confirming strong differentiation among higher-ability examinees. This study contributes a psychometrically robust instrument for competitive academic placement and offers educators a reliable and accurate means of assessing students’ cognitive skills in Statistics and Probability, supporting data-driven instruction and curriculum refinement.
Item Response Theory (IRT), cognitive assessment, Statistics and Probability, test development, senior high school, 3PL IRT models, Rasch model
Mathematics Education, Assessment in Mathematics Education, STEM Education, Applied Statistics
EXAMINING CEFR READING COMPREHENSION TEXT COMPLEXITY IN VIETNAM'S 2025 NATIONAL ENGLISH EXAM
This study examines the complexity of reading comprehension passages in the English component of the 2025 National High School Graduation Exam. It estimates the CEFR-aligned difficulty levels of passages from the 2020-2025 examinations using quantitative measures and qualitative CEFR (Common European Framework of Reference for Languages) descriptors and compares them against the B1 benchmark specified in the national curriculum. The findings suggest a substantial increase in difficulty over time, with passages in the 2025 examination exhibiting complexity characteristics associated with C1-C2 levels in terms of lexical and readability demands. These levels considerably exceed the B1 requirement outlined in the 2018 General Education Curriculum. The results suggest a growing mismatch between curriculum standards and examination demands, raising concerns about validity, equity, and fairness. The study contributes to international discussions on high-stakes language testing by highlighting the importance of curriculum-assessment alignment and transparent test design in promoting pedagogical coherence and educational justice.
curriculum-assessment alignment, text complexity, high-stakes assessment, CEFR, language policy
INTEGRATING MATHEMATICAL ACTIVITIES THROUGH GAMES TO ESTABLISH A MATHEMATICAL FOUNDATION AND PROMOTE CRITICAL THINKING IN PRE-ELEMENTARY CHILDREN
Developing mathematical skills and basic critical thinking for young children is an important goal in preschool education, yet current studies often underestimate the connection between these two factors. This study proposes a web-based gamification method that combines mathematical skills training with the detection of critical thinking expressions through interactive online learning games. To evaluate the system's effectiveness, a two-week controlled experiment was conducted with 39 preschool children aged 4 to 5 years old. Participants were divided into an experimental group (n=16) using the digital platform and a control group (n=23) using traditional paper-based methods. The application, developed using HTML, CSS, JavaScript, and PHP, tracks student performance indicators and maps them against the FRISCO critical thinking framework. Independent t-test results indicated a statistically significant improvement in mathematical scores for the experimental group compared to the control group. Furthermore, the system’s automated assessment of critical thinking showed a strong correlation with expert evaluations in the "Focus" (r=0.970) and "Clear" (r=0.984) criteria. Ultimately, this research presents a practical technological architecture that supports teachers in continuously monitoring early mathematical progress and creating a highly engaging learning environment.
Mathematical skills, preschool children, critical thinking, FRISCO, gamification
THE COMPETENCE OF APPLYING INFORMATION AND COMMUNICATION TECHNOLOGY IN DEVELOPING LESSON PLANSOF PHYSICS PRE-SERVICE TEACHERS
Developing a lesson plan (LP) is a critical task for pre-service teachers, and the quality of the LP directly impacts instructional effectiveness and helps organize student-centered learning activities. Consequently, lesson planning research has attracted significant attention globally. Current research directions focus on the LP framework, lesson planning competence, Information and Communication Technology (ICT) integration, and factors influencing LP development. Despite its importance, the competence of pre-service physics teachers in applying ICT to lesson planning has received little scholarly investigation. The study aims to propose ICT applications in physics LPs that align with the Technological Pedagogical Content Knowledge (TPACK) model, empowering pre-service teachers to effectively integrate ICT into their design. Furthermore, it proposes a rubric to assess ICT application competence in physics LPs. The research methodology utilized the e-Delphi method to develop the assessment rubric and theoretical analysis to identify behavioral indicators for developing LPs that meet TPACK standards. Additionally, a pedagogical experiment was conducted to validate the alignment between these behavioral indicators and student competencies. The research results have identified a rubric for assessing ICT application indicators and defined specific indicators within the TK, CK, PK, TCK, PCK,TPK, and TPACK components when developing physics LPs. These findings are significant as they provide physics education students with a framework for self-assessment and guidance. Moreover, the results contribute to improving teacher training programs by providing a standardized basis for evaluating lesson planning competencies through specific behavioral indicators described in the TPACK model.
digital competence, ICT, lesson plan, physics pedagogy, TPACK
INTRODUCING AI EDUCATION ACROSS SUBJECTS IN PRE-SERVICE TEACHER EDUCATION: INSIGHTS FROM A QUALITATIVE STUDY AND COURSE IMPLEMENTATION
Artificial intelligence (AI) is rapidly transforming how we live, work, and learn. Enabling individuals to participate confidently and responsibly in this digitally evolving society requires a foundational understanding of AI and its role in education, particularly for pre-service teachers preparing to meet the demands of their future professional roles in schools. To examine pre-service teachers’ initial conceptions and expectations regarding the relevance and integration of AI in education, we conducted semi-structured interviews with participants from non–computer science backgrounds (N = 11). Based on these insights, we developed and implemented an elective module attended by 39 pre-service teachers from various subject areas and school types. The course was designed to foster AI education by addressing participants’ prior conceptions and by providing accessible AI literacy across subject areas, regardless of disciplinary background. This paper presents key findings from the interview study, outlines the course’s conceptual foundations and objectives, and reflects on its implications for future developments in teacher education. Building on these results, this exploratory qualitative study highlights best practices and offers recommendations to advance AI education in both national and international contexts.
artificial intelligence, teacher education, computer science education
INTEGRATING HUMAN RIGHTS EDUCATION INTO PRIMARY VIETNAMESE LANGUAGE TEACHING
Integrating human rights education is a strategic task in subject-based teaching and educational activities at the primary school level in the context of curriculum reform. The Vietnamese Language subject provides an ideal context for embedding lessons on children’s fundamental rights, including the rights to life, care, recognition, and protection from physical and emotional harm. This study employs qualitative research methods, including the analysis and synthesis of theoretical perspectives on integrated teaching and human rights education, alongside content analysis of reading, writing, speaking, and listening activities in the Vietnamese Language textbook series Connecting Knowledge with Life. Based on theoretical inquiry and curriculum content analysis, the paper clarifies key principles and approaches for integrating human rights education in alignment with communication skills development and language practice activities. An illustrative instructional design for reading comprehension is presented to demonstrate the proposed integration.
human rights education; integrated teaching; Vietnamese language education; integration principles; primary education
Giáo dục học (Lí luận và phương pháp dạy học Tiếng Việt)
GENDER EQUALITY AND SUSTAINABLE DEVELOPMENT IN THE EDUCATION OF PRIMARY EDUCATION STUDENTS: A CASE OF HANOI METROPOLITAN UNIVERSITY
This study examines perceptions of gender equality and sustainable development among Primary Education students at Hanoi Metropolitan University, and investigates whether perceptions of gender equality influence perceptions of sustainable development perception. Using a quantitative approach combining descriptive statistics and partial least squares structural equation modeling (PLS-SEM), the findings show that students hold generally positive perceptions of both concepts, and that gender equality perception has a positive, statistically significant effect on sustainable development perception. The study proposes several implications for primary teacher education, including integrating gender equality into the curriculum, promoting action-oriented education for sustainable development, narrowing disparities in students’ awareness, and strengthening links between training and professional practice. These findings contribute a scientific basis for improving teacher education programs toward equity and sustainability.
gender equality, sustainable development, Primary Education students
ANALYZING LEARNER INTERLANGUAGE DISCOURSE WITH AI: FACILITATING NOTICING IN THE EFL CLASSROOM
Schmidt’s (1990, 2001) Noticing Hypothesis proposes that conscious awareness of gaps in output is necessary for second language development. This classroom-based action research study operationalizes that principle in spoken EFL by integrating structured discourse analysis with AI-supported feedback. Twenty-two Japanese university students recorded five-minute English conversations at the beginning and midpoint of a seven-week applied linguistics course. Using predefined analytic definitions, students manually analyzed transcripts for macro-structure, speech-act “interacts,” exchange patterns, and embedded story sub-genres before comparing their analyses with AI-generated categorizations using standardized ChatGPT prompts. Quantitative summaries served as descriptive indicators of change, while structured reflections provided primary evidence of noticing. Across the instructional cycle, conversations showed a modest increase in total word production (6,951 → 7,287 words overall), increased follow-up information and clarification moves, and more frequent and more deliberately structured storytelling (7 of 22 → 20 of 22 students). Reflections indicated heightened awareness of pre-closings, turn balance, limited elaboration, and narrative sequencing. A post-course questionnaire (N = 22) further indicated that learners perceived AI as a useful analytic mediator, though requiring critical oversight. Rather than claiming causal effectiveness, the study documents how AI-mediated discourse analysis can make conversational architecture visible and support structured noticing within communicative classrooms. The findings highlight the pedagogical potential and practical limitations of integrating generative AI into discourse-focused EFL instruction.
Noticing Hypothesis, interlanguage discourse, EFL speaking, discourse analysis, AI-mediated feedback, ChatGPT in education
DEVELOPING A FORMATIVE ASSESSMENT COMPETENCY FRAMEWORK FOR UPPER SECONDARY BIOLOGY TEACHERS
The 2018 General Education Curriculum calls for strengthening formative assessment to support learning and promote student progress; however, in practice, teachers still lack a clear reference framework, especially in Biology, a subject that is experimental in nature and closely connected to real life. This paper develops a formative assessment competency framework for upper secondary Biology teachers based on theoretical foundations, curriculum requirements, and subject-specific characteristics. Using document analysis, analytical synthesis, expert consultation, and statistical analysis, the study proposes a framework comprising four components assessment awareness, assessment design, implementation of formative assessment, and use of assessment results along with indicators for each component and an illustrative application in teaching. The proposed framework can serve as a reference for research and for the professional development and capacity building of Biology teachers in the context of assessment reform.
formative assessment, competency framework, Biology teachers, upper secondary school, 2018 General Education Curriculum
DEVELOPING MATHEMATICAL LITERACY THROUGH AN INSTRUCTIONAL PROCESS: A GRADE 9 CASE STUDYON SOLVING SYSTEMS OF LINEAR EQUATIONS IN TWO VARIABLES
This research develops and illustrates an instructional process integrating Realistic Mathematics Education (RME) principles with the DAPIC problem-solving cycle (Define, Assess, Plan, Implement, Communicate) to enhance mathematical literacy among Grade 9students. Addressing gaps in existing frameworks, the model, grounded in the PISA framework, emphasizes mathematical reasoning across all phases while embedding critical21st-century skills. The process begins with the realistic problems to engage students, progresses through collaborative solution exploration and discussion of diverse strategies, and culminates in formalizing mathematics and applying knowledge to new contexts. A Vietnamese classroom case study on solving systems of linear equations in two variables demonstrates how students transition from informal methods to structured algebraic techniques. Guided by targeted teacher prompts and collaborative discussions, students deepen both conceptual understanding and procedural fluency. The findings suggest that this integrated RME–DAPIC approach not only aligns with international literacy goals but also effectively cultivates the core dimensions of mathematical literacy within realistic contexts and supports students’ development as reflective and adept problem-solvers in secondary mathematics education.
mathematical literacy, instructional process, RME, DAPIC, systems of linear equations
HO CHI MINH’S THOUGHT ON EDUCATIONAL DEVELOPMENT FOR BUILDING THE SOCIALIST PERSON
This study aims to clarify Ho Chi Minh’s thought on educational development for building the socialist person. Based on systems-based and historical approaches, it analyzes Ho Chi Minh’s fundamental views on the aims, standards, content, and methods of educating the socialist person, while also explaining the dialectical relationship between the development of education and training and the formation of the new person’s personality, moral qualities, and competencies. The study primarily employs methods of analysis and synthesis. The findings affirm that, in Ho Chi Minh’s thought, building the socialist person constitutes a consistent perspective within his human-development strategy. Moreover, education and training play an especially important role in cultivating socialist ideals, revolutionary ethics, capacities for self-mastery, and a sense of social responsibility. Accordingly, the study contributes to clarifying the enduring value of Ho Chi Minh’s thought on education and training in fostering the comprehensive development of the Vietnamese people to meet the demands of contemporary renewal and international integration.
socialist person, education and training, Ho Chi Minh’s thought, human development
DESIGN AND IMPLEMENTATION OF AN AI TEACHING ASSISTANT FOR ENHANCING STUDENTS' SELF-STUDY IN 1OTH GRADE BIOLOGY
While AI applications in education are expanding, a baseline survey revealed that 60% of students (N = 184) expressed concerns that AI might impair their critical thinking. To address this, a six-component self-directed learning (SDL) competency model was employed to evaluate students’ SDL competence before and after learning with the AI teaching assistant (N = 223), with the most notable gains observed in “Inquiry and Questioning skills" (ΔM = 0.57) and “Strategic Study Plan” (ΔM = 0.38). Additionally, a customized AI teaching assistant for Grade 10 Biology was developed through a systematic five-step process to ensure strict alignment with the curriculum and academic accuracy. The tool was implemented in a high school setting utilizing the Human-AI-Human model combined with the Gradual Release of Responsibility (GRR) framework, transitioning students from teacher-led instruction to independent mastery. The pedagogical experiment results indicated significant improvements across all six SDL components, with the experimental class achieving a substantially higher midterm mean score (7.84) compared to the control class (6.97) with a large effect size (d = 0.86). These results reveal that a customized AI teaching assistant, especially when integrated within a structured pedagogical framework, acts as an effective learning scaffold that supports both SDL competence and academic performance.
self-directed learning (SDL), Artificial intelligence in education (AIEd), AI teaching assistant, Biology education, secondary education
Copyright (c) 2025 Journal of Science Educational Science
APPLYING TRANSACTIONAL RESPONSE THEORY TO TEACHING LITERARY READING COMPREHENSION OF FAREWELL TO THE ROYAL PALACE IN GRADE 11
Facilitating readers’ experiential responses is one of the approaches to teaching literary reading comprehension in schools. This paper aims to clarify the fundamental principles of Transactional Response Theory as articulated in the works of prominent scholars such as Louise M. Rosenblatt, Richard Beach, James D. Marshall, Robert E. Probst, and Judith A. Langer. On that basis, the study proposes orientations for applying Transactional Response Theory to teaching literary reading comprehension of Farewell to Cuu Trung Dai (excerpted from Vu Nhu To) by Nguyen Huy Tuong in Grade 11 according to a three-step process, including activating prior experience and preparing responses, engaging with the text, and developing experiential responses. The application of Transactional Response Theory in teaching the reading comprehension of tragic literary texts is expected to foster active readers and contributes to the development of learners’ qualities and competencies.
transactional-response, literary experience, dramatic text reading comprehension
Lí luận và phương pháp dạy học bộ môn Văn và tiếng Việt
SYSTEMATIC LITERATURE REVIEW AND BIBLIOMETRIC ANALYSIS OF EXPERIENTIAL LEARNING: AN ANALYSIS BASED ON THE SCOPUS DATABASE
Experiential Learning (EL) is a learner-centered learning pedagogical approach that emphasizes learning through hands-on experience and direct action, rather than the passive acquisition of knowledge from instructors or textbooks. Learners engage in hands-on activities, subsequently reflecting on, analyzing, and deriving lessons from those experiences to build knowledge and skills. This study adopts a bibliometric approach to analyze 1,632 documents retrieved from the Scopus database, utilizing VOSviewer and the R package Bibliometrix to systematically examine research trends in experiential learning within the field of education from 1980 to 2024. The analysis identifies key research themes, leading authors, influential sources, and highly cited publications, while also examining publication output, growth trajectories, and the global geographical distribution of scholarly works on experiential learning in the field of education. The results indicate that the number of studies on this topic has increased significantly, especially between 2014 and 2024, and originating primarily from the United States and other developed countries, with scientific articles serving as the predominant format. Key research trends include technology integration, the application of virtual reality (AR), and digital simulations in education, particularly in STEM education.
Experiential Learning (EL), bibliometric, Scopus, STEM, biblioshiny, VOSviewer, scientometrics
EXPERIENTIAL LEARNING IN HIGHER EDUCATION: A BIBLIOMETRIC ANALYSIS FROM 1991 TO 2024
Aiming to prepare students to adapt to the rapid changes of a new era, experiential learning activities have been studied extensively. However, previous academic work has primarily focused on specific topics rather than the broader picture. There remains a paucity of studies that systematically synthesise and critically map the development of experiential learning literature. The paper addresses a research gap by conducting a bibliometric analysis of 584 Scopus-indexed articles (1991-2024), using descriptive and science mapping techniques to benefit researchers, lecturers and policymakers by examining the development, trends, and future directions of experiential learning research. The analysis revealed three phases of experiential learning studies in the literature: the budding phase, the fluctuation phase, and the rapid development phase. Among the 20 most-published journals, Q1- and Q2-ranked journals, including the International Journal of Sustainability in Higher Education and the Journal of Experiential Education, primarily contribute to the development of academic knowledge on experiential learning. Furthermore, three thematic clusters, covering technology-based experiential learning, student-centred teaching and learning, and initiatives in engineering education, were identified through keyword analysis regarding the experiential learning research structure. Future research on experiential learning is recommended to focus on educational innovations and sustainable development in the execution of experiential learning activities.
experiential learning, higher education, bibliometric analysis, Scopus database
ACADEMIC INCENTIVE SCHOLARSHIP POLICIES FOR UNIVERSITY STUDENTS IN VIETNAM: CURRENT SITUATION AND POLICY IMPLICATIONS
In the context of university autonomy in Vietnam, academic incentive scholarships have become an important policy tool that is increasingly influenced by the diversification of funding sources and competition among higher education institutions, giving rise to several notable issues. This article employs qualitative methods to analyze the current situation and clarify the theoretical basis and legal framework of scholarship policies in higher education institutions in Vietnam. The results show that the main sources for scholarships are the state budget and the institutional revenue. The scholarship amounts are also not commensurate with the needs of the students. Opportunities to access scholarships are also limited, mainly focusing on GPA and academic performance. Based on these results, the study proposes policy implications and solutions to improve the effectiveness, equity, and sustainability of scholarship policies in Vietnamese education.
academic achievement scholarships, financial aid policy, educational equity, Vietnamese higher education
ORGANIZING EXPERIENTIAL LEARNING ACTIVITIES FOR GLOBAL CITIZENSHIP EDUCATION IN TEACHING CIVIC EDUCATION AT LOWER SECONDARY LEVEL
This article pursues two main objectives: (1) to analyze the necessity of organizing experiential learning activities for global citizenship education in lower secondary Civic Education; and (2) to propose a set of principles and a procedure for implementing experiential learning aligned with GCE requirements in Civic Education classrooms. For lower secondary Civic Education, experiential learning plays an essential role in connecting knowledge with real-life contexts, enhancing critical thinking, cultivating values and attitudes, and enhancing students’ competency for social engagement. However, the organization of experiential learning activities aligned with GCE remains limited in current practice, particularly due to the lack of well-defined models, implementation procedures, and appropriate assessment tools. The study employs document analysis, synthesis of relevant literature, and secondary data analysis to construct a theoretical foundation and examine the appropriateness of the proposed model. The findings indicate that experiential learning holds significant potential for enhancing GCE outcomes among lower secondary students, and that the proposed principles and procedure can be flexibly applied in the 2018 General Education Curriculum in Vietnam.
experiential learning, Global Citizenship Education, Civic Education, lower secondary school
UTILIZING MULTIMODAL RESOURCES TO ENHANCE THE EFFECTIVENESS OF CREATIVE WRITING INSTRUCTION FOR ELEMENTARY SCHOOL STUDENTS (GRADES 3 TO 5)
The present study investigates the role of using multimodal resources in creative writing instruction for elementary school students (grades 3 to 5). An analysis of current classroom practices reveals that teachers rarely incorporate multimodal resources into creative writing lessons, thereby failing to fully harness their potential to stimulate students' imagination and interest. The research proposes a set of strategic approaches for integrating multimodal resources, aligned with the stages of the writing process: idea generation and planning; content development and organization; and revision, editing, and final presentation of the written product. The discussion underscores the benefits of multimodal resources in eliciting creativity, evoking emotional engagement, and facilitating social connections, all of which create favorable conditions for students' creative expression through writing. The study concludes that the systematic use of multimodal resources represents an effective pedagogical strategy for enhancing creative writing skills in young learners. It further calls for future experimental research.
Multimodal resources, creative writing, elementary school students, instruction
INTEGRATING HISTORY EDUCATION INTO THE TEACHING OF CHILDREN’S LITERATURE READING COMPREHENSION IN VIETNAMESE PRIMARY SCHOOLS
Integrating history education into the teaching of children's literature reading comprehension in primary schools represents a pedagogically significant and culturally relevant approach. Rather than focusing on the memorization of historical facts, this approach emphasizes students’ emotional and imaginative engagement with history through symbolic characters, evocative narratives, and vivid imagery in literary texts. This paper presents theoretical foundations of interdisciplinary teaching, examines the current practices in selected primary schools, and proposes practical strategies for effectively integrating historical content into reading comprehension instruction. The proposed approach aims to support students’ understanding of historical knowledge while fostering an awareness of cultural heritage in alignment with the objectives of the 2018 General Education Curriculum in Vietnam.
history education, interdisciplinary integration, children’s literature, reading comprehension, primary education
DEVELOPING A COMPETENCY FRAMEWORK FOR DIFFERENTIATED INSTRUCTION AMONG PRE-SERVICE FINE ARTS TEACHERS AT UNIVERSITIES
Competency in differentiated instruction is one of the essential professional competencies required of teachers to achieve the goal of developing learners’ qualities and abilities. The development of a competency framework for differentiated instruction among pre-service Fine Arts teachers is essential for enhancing the quality of Fine Arts teachers. Drawing upon theoretical research and expert consultation, the study proposes a competency framework consisting of six criteria and fourteen indicators, which comprehensively represent the component skills of differentiated instruction competence. Furthermore, the paper outlines the foundations, principles, and process for developing this competency framework for pre-service Fine Arts teacher. The research results provide a foundation for universities to develop and enhance Fine Arts teacher education programs that meet professional standards and respond to the current demands of educational innovation.
differentiated instruction, competency framework, pre-service Fine Arts teacher