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.
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
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
EFL TEACHERS’ EMOTIONS ABOUT USING ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN UNIVERSITY CONTEXT: A QUALITATIVE STUDY
As Artificial Intelligence (AI) technologies become increasingly integrated into education, teachers encounter new opportunities and challenges that influence their professional practices and provoke a wide range of emotional responses. Employing the Control-Value Theory (CVT) and in-depth interviews, this study explores the emotional experiences of 10 English as a Foreign Language (EFL) teachers of a public university in Vietnam who use AI technologies in their teaching. The participants expressed excitement about AI’s potential support for teaching and research but showed doubts about its limitations and concerns regarding the impacts on students, classroom interactions and academic integrity. They also experienced frustration with the lack of institutional support but conveyed a boosted sense of confidence in their irreplaceable human expertise. These mixed findings largely align with previous studies on the integration of AI-powered tools in education, support the applicability of CVT for investigating teacher emotions and extend the discussion on the affective dimension of AI-assisted EFL instruction. Although limited by the small sample size, this study contributes to advancing knowledge about the complexity of teacher emotions and calls for more comprehensive support systems to facilitate teachers in managing the pedagogical and emotional demands of AI integration.
AI technologies, teacher emotion, control value theory
APPLYING CENTRALITY MEASURES TO THE COURSE PREREQUISITE NETWORK ANALYSIS OF THE UNDERGRADUATE CIVIL ENGINEERING CURRICULUM
This study utilized graph theoretical analysis to examine the undergraduate curriculum of the Civil Engineering (BSCE) program at the university by constructing and evaluating its Course Prerequisite Network (CPN) representation. The curriculum is modelled as a directed graph with vertices denoting courses and directed edges connecting courses having prerequisite relations, and then analyzed using centrality measures, specifically, degree centrality, betweenness centrality, and eigenvector centrality, to identify pivotal courses that play critical roles in student academic progression. Using the Social Network Visualizer (SocNetV) software, the researchers constructed the CPN and examined the curriculum's structural relationships. The analysis revealed that CE Project 1 Laboratory (T-CEET413LA) consistently ranked highest across all centrality measures, establishing its primary role in the curriculum. Its position within the curriculum emphasizes its influence as both a capstone and a bridge course, connecting foundational subjects to advanced specializations. The findings provide curriculum designers, educators, and students with quantitative insights into course significance and sequencing, contributing to more coherent, efficient, and learner-focused academic planning within the civil engineering program.
centrality measures, curriculum, curriculum design, network, prerequisites
Mathematical Graph Theory, Curriculum Design
TEACHERS’ TRANSLANGUAGING PRACTICES IN BILINGUAL CLASSROOMS: A CASE STUDY AT AN ELEMENTARY SCHOOL IN HUALIEN, TAIWAN (CHINA)
Translanguaging is a teaching approach that encourages students to use all of their language resources to support learning, and it has become increasingly popular in multilingual classrooms. This present study aims to explore how Taiwanese teachers employ translanguaging in actual bilingual elementary classrooms. Primary data was classroom observations collected from four elementary teachers in Hualien, Taiwan over four weeks. The findings revealed that teachers used a variety of strategies, such as switching between two languages, English and Mandarin, using gestures, visuals, facial expressions, and tone of voice, to support students during lessons. These practices served five main purposes: (1) explaining concepts or language points, (2) checking students’ understanding, (3) contextualizing content knowledge, (4) reinforcing instructions, and (5) fostering positive classroom relationships. By employing translanguaging practices, teachers created a more inclusive learning environment. Drawing on the findings, this study discusses how translanguaging can be a powerful tool to support both language and subject knowledge development, as well as student engagement.
translanguaging, bilingual education, elementary classrooms, Taiwan
CONSTRUCTING A COMPETENCY FRAMEWORK FOR UNDERSTANDING THE LIVING WORLD IN TEACHING THE ECOLOGY AND ENVIRONMENT PART – GRADE 12 BIOLOGY LINKED TO NATURE RESERVES
In the context of educational innovation under the 2018 General Education Curriculum, the development of students’ competence to understand the living world is regarded as an essential requirement for fostering scientific thinking, research capacity, and problem-solving skills connected to the realities of sustainable development. Organizing teaching activities linked to nature reserves provides students with opportunities to engage in authentic experiences that foster their understanding of biological knowledge, thereby cultivating skills in observation, analysis, and the application of knowledge. To meet this requirement, the study employed theoretical analysis in combination with expert consultation to construct a framework of competence in understanding the living world, comprising core components, 18 indicators, and four levels of performance for each indicator. The findings not only contribute to clarifying the conceptualization of competence in teaching Ecology and Environment associated with nature reserves but also provide a foundation for lesson design, the selection of teaching methods, and the assessment of students’ competence.
competence to understand the living world, nature reserves, nature-based teaching, Ecology and Environment
DEVELOPING A SIMULATION TOOL FOR MAZE-SOLVING ROBOT PROGRAMMING USING PYTHON
Simulation tools play a vital role in robotics programming education by enabling students to visualize and test algorithms in a virtual environment. In the Robotics Programming course within the Bachelor's program in Informatics Teacher Education at the Faculty of Information Technology, Hanoi National University of Education, a C++ based simulation tool has been used, but it showed significant usability and pedagogical limitations. This study aims to develop a Python-based simulation tool to enhance the teaching and learning experience in this course. Student feedback from Cohort 71 (120 students) was collected through surveys based on established frameworks, including the Technology Acceptance Model (TAM), user experience (UX), and computational thinking (CT), which identified key challenges in the previous tool, such as a steep learning curve and limited visualization capabilities. Based on these insights, the new tool was designed with an intuitive graphical interface and improved algorithm visualization to support hands-on learning. Its effectiveness was empirically evaluated with 65 students from Cohort 72, who experienced both the old and new tools, allowing for a direct comparison. Results indicate significant improvements in usability, engagement, and problem-solving efficiency with the Python-based simulator. This comparative quantitative evidence demonstrates not only the pedagogical benefits of Python-based simulations in robotics education but also the contribution of this study in providing reliable empirical data to support the adoption of this tool.
robotics simulation, maze-solving algorithms, educational technology
EXPLORING THE TREND OF EXPERIENTIAL LEARNING IN HIGH SCHOOL: A BIBLIOMETRIC ANALYSIS IN SCOPUS DATABASE
Experiential learning has become increasingly popular in many countries around the world. This learning method is widely applied across various educational levels and fields. In this study, we evaluate the scientific outcomes of research publications on experiential education in high schools, using scientific data extracted from the Scopus database. A bibliometric analysis was conducted with 231 documents that were filtered according to our research criteria. The results show that the USA has the highest number of publications on this topic. Research trends are quite diverse, with recent studies mainly focusing on experiential learning in STEM education, experiential learning with virtual reality technology, and others. The research collaboration network among countries shows that the USA collaborates with most countries in this field. Growth trends are not yet high and continuous, and other results are detailed in the research findings section.
experiential learning, bibliometrics, Scopus, high school
Mathematics Education (Giáo dục Toán học) STEM Education (Giáo dục STEM) Educational Technology (Công nghệ giáo dục) Curriculum and Instruction (Chương trình và phương pháp giảng dạy)
SOME INSTRUCTIONAL MEASURES FOR TEACHING GEOMETRY BASED ON REALISTIC MATHEMATICS EDUCATION IN HIGH SCHOOLS
Realistic Mathematics Education (RME) is a domain-specific instructional theory that has profoundly influenced mathematics education worldwide, significantly contributing to the innovation of teaching methods in various countries. In the context of the recent comprehensive educational renovation in Vietnam, RME has garnered the attention of numerous mathematics educators for research and implementation. This paper studies the principles of RME, particularly the use of contexts and the use of models. Based on these principles, the article proposes three instructional measures for teaching geometry in high schools based on RME principles, aiming to enhance the effectiveness of mathematics instruction and develop students' mathematical abilities.
Realistic mathematics education, learning situation, Geometry, high school
DEVELOPING GRADE 6 STUDENTS’ COMPETENCE TO APPLY KNOWLEDGE AND SKILLS THROUGH STEM-BASED INSTRUCTION: A CASE STUDY ON THE TOPIC “ENERGY AND ITS TRANSFORMATION”
The Natural Science curriculum emphasizes the importance of developing students’ competence in applying knowledge and skills. This study aimed to propose a framework of competence in applying knowledge and skills through STEM teaching, design the STEM lesson “Energy and its transformation,” and evaluate its impact on the competence development of grade 6 students. The framework and assessment tool were developed through a synthesis of literature and iterative expert consultation; the lesson plan was designed to align with the objectives of the curriculum and the proposed framework. A pedagogical experiment was conducted at Trung Vuong Secondary School (Thai Nguyen province) with one experimental class and one control class. Data sources included teachers’ assessments of students’ competence in applying knowledge and skills (comprising five competence components, nine criteria, and three proficiency levels) and the results of a 45-minute knowledge test administered to both classes after the experiment. Data analysis included descriptive statistics, independent-samples T-tests, and effect size calculation. The findings showed that students demonstrated growth across all competence criteria, with the largest improvements in identifying foundational knowledge and in designing/testing products. The knowledge test results also indicated that the experimental class achieved better learning outcomes than the control class after participating in the STEM lesson. The study concludes that well-designed STEM lessons can significantly enhance grade 6 students’ ability to apply knowledge and skills when teachers are supported with practical assessment tools, sufficient instructional time, and training in competence-oriented pedagogy.
competence to apply knowledge and skills; STEM-based instruction; natural sciences; grade 6 students
EXPLORING TEACHERS’ PRACTICE OF CLASSROOM-BASED ASSESSMENT
This study explores teachers’ practice of classroom-based assessment (CBA) and how the institutional guidelines affect their practice, using the grounded theory approach. Data were collected from interviews with four EFL teachers from a Vietnamese university and the syllabus documents they used for their classes. Results demonstrate that the participants actively planned assessment opportunities, provided necessary information of assessment to their students, and carried out the planned or unplanned assessments. All teachers reported using the assessment information to improve their teaching activities. Lastly, syllabus documents had a strong impact on the teacher’s CBA practice. Based on these findings, a conceptual model is proposed to represent the relationship between teachers’ practice and contexts and teacher assessment identity.
classroom-based assessment, assessment for learning, teacher assessment identity, teacher identity
DEVELOPING COMMUNICATION SKILLS FOR 5-6-YEAR-OLD CHILDREN WITH AUTISM SPECTRUM DISORDER THROUGH PROJECT-BASED LEARNING: A CASE STUDY
Developing communication skills for children aged 5–6 with autism spectrum disorder plays a crucial role in enhancing their social interaction, increasing their ability to integrate, and fostering essential life skills. This study was conducted to evaluate the effectiveness of Project-Based Learning (PBL) in improving communication skills for children with ASD in an inclusive early education setting. The research adopts a single-group pretest-posttest experimental design and implements a 4-month project-based intervention with two children at a specialized education center. Data were collected using a combination of qualitative and quantitative methods for assessing communication skills. After four months of experimentation, children’s overall communication scores increased from 1.46 to 2.64, indicating meaningful gains in verbal expression, comprehension, turn-taking, and attention regulation. The findings suggest that PBL is effective when sustained and personalized to children’s needs. The study concludes that PBL holds strong potential as a viable intervention model for children with ASD, especially when integrated into long-term, structured learning environments. It recommends broader application of PBL in special education and emphasizes the importance of teacher training and parental involvement in supporting communication development.
Communication skills, autism spectrum disorder (ASD), project-based learning, early intervention
DESIGNING EXERCISES ACCORDING TO THE AMERICAN COLLEGE TESTING (ACT) APPROACH TO ASSESS STUDENTS’ SCIENTIFIC THINKING COMPETENCE IN TEACHING THE TOPIC “ECOLOGY AND ENVIRONMENT” IN BIOLOGY GRADE 12
In the context of the ongoing shift from content-based to competence-based education, the development of assessment tools that validly and reliably measure student competencies has become an essential priority. This study addresses this need by proposing and operationalizing a framework for assessing scientific thinking competence, drawing on the structure of the American College Testing (ACT) approach. The framework encompasses three core components: (1) Interpretation of Data (IOD); (2) Scientific Investigation (SIN); and (3) Evaluation of Models, Inferences, and Experimental Results (EMI). The study’s principal contribution lies in translating this conceptual structure into a systematic process for designing ACT-oriented assessment instruments that extend beyond factual recall to capture higher-order cognitive processes. Applying this process to the Grade 12 Biology topic “Ecology and Environment” resulted in the development of 22 item clusters, comprising 160 questions in four formats: choice, short answer, true/false, and drag-and-drop, illustrating a practical pathway for embedding competence-based assessment into science education to more effectively evaluate and promote advanced levels of student thinking.
scientific thinking competence, American College Testing, exercises, Ecology and Environment
DESIGNING EDUCATIONAL COMICS TO SUPPORT THE TEACHING OF “THE FUNDAMENTALS OF GENERAL CHEMISTRY” (GRADE 10 CHEMISTRY)
In the context of innovating Chemistry teaching methods towards competency development, the use of digital learning materials to support students in accessing abstract and generalized knowledge content is essential. This study aims to design comics as a form of digital learning material to support the teaching of "The Fundamentals of General Chemistry” (Grade 10). The author utilized ChatGPT to assist in developing the storyline and generating illustrative images for the comics. A set of quality assessment criteria for the comics was developed, consisting of eight criteria that ensure both the requirements for comics and alignment with educational objectives. Based on the proposed 6-step design process, four illustrative comics were developed, followed by a questionnaire-based survey conducted on 110 high school students and 31 Chemistry teachers in Hanoi and Hai Duong provinces. The survey results indicate that the comics were positively evaluated in terms of scientific accuracy, attractiveness, ability to stimulate learning interest, and feasibility in practical teaching. The study affirms that designing comics with the support of artificial intelligence is a feasible approach, contributing to the innovation of learning materials and teaching methods for Chemistry in general education.
comics, Fundamentals of General Chemistry, ChatGPT, chemistry teaching, digital learning materials
Lí luận và phương pháp dạy học môn Hóa học
DEVELOPING AN ASSESSMENT TOOLKIT TO EVALUATE PRE-SERVICE TEACHERS’ ARTIFICIAL INTELLIGENCE ACCEPTANCE BASED ON THE TECHNOLOGY ACCEPTANCE MODEL (TAM)
This study aims to develop a measurement scale assessing AI acceptance among pre-service teachers, grounded in the Technology Acceptance Model (TAM) – an informative systems theory that explains how users accept and use a certain technology, and extended with a foundational component: conceptual understanding of AI. The proposed instrument comprises five components: Conceptual Understanding (CON), Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Attitude Toward AI (ATT), and Behavioral Intention to Use AI (BIU). The research employs an in-depth literature review method aimed at systematizing theoretical and practical concepts related to the Technology Acceptance Model (TAM) and the application of AI in education. A total of 50 items are developed through literature review. The study contributes to the expansion of the TAM framework in educational contexts and offers a measurement instrument applicable to teacher training programs and future research on AI integration in education.
Artificial Intelligence, Technology Acceptance Model, pre-service teachers, scale development, teacher education
ENHANCING THE APPLICATION COMPETENCY THROUGH A STEAM-BASED CHEMISTRY UNIT ON PRODUCING CARBONATED FRUIT DRINKS IN GRADE 11
Application competency is demonstrated through students’ ability to utilize subject-specific knowledge and skills to explain common phenomena in nature and daily life. This is an essential component that should be emphasized in Chemistry education at the high school. The present study aimed to design and implement STEAM-based instructional topics in Grade 11 Chemistry to foster students’ ability to enhance their application competency. The research involved a survey of 112 students from two high schools and 15 Chemistry teachers to investigate the status of STEAM teaching. The effectiveness of the intervention was assessed through a pre-test and post-test quasi-experimental design with a random sample of 77 students. During the implementation of the STEAM-based instructional content, students applied the knowledge and skills they had acquired and explored within the topic to create STEAM-related products. The findings indicate that teaching STEAM-based topics is a feasible and effective approach to developing students’ application competency.
STEAM teaching, Application Competency, grade 11 Chemistry, Chemistry instruction
ORGANISING THE TEACHING OF FINANCIAL ELEMENTS IN UPPER-SECONDARY MATHEMATICS THROUGH MATHEMATICAL MODELLING ACTIVITIES
In many countries, finance is regarded as a key content area to be integrated into the general education curriculum, particularly in mathematics. Drawing on both international and domestic studies, this paper proposes a pedagogical procedure for teaching financial elements in upper-secondary mathematics through mathematical modelling activities and illustrates its appropriateness with concrete examples.
financial elements, financial education, upper-secondary school, mathematical modelling
DEVELOPING GRADE 10 LITERATURE SCHOOL CURRICULUM THROUGH AN INTEGRATED APPROACH INCORPORATING EXPERIENCE AND CAREER ORIENTATION ACTIVITIES
The development of the school curriculum is one of the key tasks of modern education, aimed at effectively implementing the curriculum within specific pedagogical contexts. The application of integrated teaching in curriculum development is a new, appropriate, and feasible approach that both optimizes teaching time and ensures a coherent knowledge system. Based on a wide range of theories related to curriculum development, integrated teaching, and practical experiences in organizing integrated educational activities, this article proposes an integrated model of the school curriculum for the subject Literature – Experiential and Career-Oriented Activities with specific integrated topics for Grade 10 students. Accordingly, the article also outlines several implementation strategies for applying this curriculum model in teaching practice, with the aim of meeting the requirements of differentiation and career orientation at the upper secondary level.
Curriculum development, integrated teaching, Literature, Experience and Career Orientation activities, grade 10
STATION-BASED LEARNING TO ENHANCE THE COMPETENCY OF PROBLEM-SOLVING AND CREATIVITY FOR PRIMARY STUDENTS IN VIETNAM
Station-based Learning (SBL) is an instructional process that engages students in sequential learning activities at different stations, thereby enhancing their collaborative skills, critical thinking, and creativity. In the context of primary education reform in Vietnam, which focuses on competency-based education aimed at developing students’ core qualities and competencies, SBL plays a pivotal role in fostering students’ competency of problem-solving and creativity. However, designing and implementing SBL effectively to nurture this competency remains a challenge that attracts considerable attention from educators and researchers. This conceptual paper aims to analyze the theoretical foundations of SBL and clarify its relationship with the enhancement of the competency of problem-solving and creativity. The findings are expected to provide a theoretical basis and pedagogical implications for improving teaching practices in Vietnamese primary education.
Station-based Learning, competency of problem-solving and creativity, primary education, General Education Program
DEVELOPING COGNITIVE LOAD OF GEOGRAPHIC INFORMATION IN TEACHING GRADE-10 GEOGRAPHY IN HIGH SCHOOL
In teaching geography, one essential competency is the cognitive load of geographic information. In the process of teaching geography in high schools, this competency is reflected in the students’ ability to grasp, understand, and apply geographical knowledge to complete assigned learning tasks. Geoscience cognitive capacity is expressed through the capacity to perceive the world from a spatial perspective and the capacity to explain geographical phenomena and processes. Developing this competency enables students to strengthen general qualities and abilities such as self-study, autonomy, communication, cooperation, problem-solving, and creativity while also enhancing subject-specific competencies aligned with the new general education program.
teaching geography, cognitive capacity of geographical science, developing competencies
EXPLOITING PROJECT-BASED LEARNING APPROACHES TO FOSTER GLOBAL CITIZENSHIP EDUCATION IN LOWER SECONDARY CIVIC EDUCATION
In the context of increasing global interdependence and social complexities, Global Citizenship Education (GCED) has emerged as an essential educational orientation aimed at equipping learners with knowledge, skills, attitudes, and values necessary to engage actively and responsibly with global issues. Given its intrinsic connection to the formation of civic consciousness and social responsibility, Civic Education provides a suitable context for the integration of GCED content and competencies. Using document analysis, this study explores the project-based learning approach as an effective pedagogical strategy for promoting global citizenship education at lower secondary level. The paper focuses on proposing a process for designing project-based learning activities for GCED in Civic Education, emphasizing the alignment between learning objectives, interdisciplinarity, student agency, and the practical relevance of learning activities.
project-based learning, civic education, global citizenship education, lower secondary
STRATEGIES AND OUTCOMES OF SCIENCE TEACHER PROFESSIONAL DEVELOPMENT: A SYSTEMATIC REVIEW
This study explores the theoretical foundations of various models, approaches, and strategies for professional development in Science Education. The study identifies relevant models and strategies that contribute to professional growth through a systematic literature review. It highlights effective approaches that strengthen teachers’ knowledge, perception, and classroom practice. By integrating these strategies, the study aims to support Science teachers in adapting to educational reforms, fostering a more engaging and effective learning environment for students. The strategies employed in Science Teacher Professional Development (S-TPD) can be grouped into five main clusters: (1) Immersion Science experiences, (2) Technology-integrated approaches in S-TPD, (3) Collaborative structures in S-TPD, (4) Design-Based Research in S-TPD, and (5) Aligning and implementing science curriculum in S-TPD. Ultimately, the findings provide insights into designing professional development programs that address both instructional competence and the evolving needs of teachers in curriculum reform.
teacher professional development, science education, strategies, outcomes
DEVELOPING SECONDARY SCHOOL STUDENTS’ COMPETENCE IN UTILIZING GENERATIVE ARTIFICIAL INTELLIGENCE FOR MULTIMODAL TEXT WRITING
This study aims to develop students’ competence in utilizing generative artificial intelligence (GenAI) in writing multimodal texts in secondary schools. The study proposes a competency framework for GenAI application in students’ multimodal text writing, consisting of three basic dimensions: Foundational Understanding, Effective Interaction with GenAI, and Strategic Application in the Multimodal Writing Process. Additionally, the study develops three specific pedagogical solutions for application in secondary school teaching activities. These measures aim to equip students with foundational knowledge about multimodal texts and GenAI, hone their skills in interacting with AI tools, and integrate GenAI into the stages of the multimodal text writing process from preparation, information gathering, brainstorming, outlining, and writing to post-writing editing. The ultimate goal is to help students master GenAI tools and use GenAI appropriately in the process of writing multimodal texts, ensuring that they meet the requirements for multimodal text writing skills outlined in the 2018 General Education Curriculum for Language Arts.
Generative AI, multimodal text, competence, competency framework
Lí luận phương pháp dạy học môn Văn và tiếng Việt
SCALING BLENDED APPROACHES IN TEACHER PROFESSIONAL DEVELOPMENT: A MODEL FOR EMPOWERING TEACHERS IN UNDER-RESOURCED CONTEXTS
Blended approaches, which typically combine technology-enhanced learning with in-person professional development, have gained traction in teacher professional development (TPD) as a scalable approach to improving teaching quality, particularly in under-resourced contexts. However, despite its promise, there remains a lack of integrated frameworks specifically designed to guide the sustainable and context-sensitive scaling of blended TPD. This paper proposes the SCALE-BTPD model which synthesizes key insights from existing scalability models and blended learning literature. The model consists of three interdependent layers: Enabling Conditions, Blended Learning Pathways, and an Iterative Scaling Mechanism. SCALE-BTPD reframes scale as a dynamic, equity-centered process rooted in local realities and teacher agency. It suggests practical guidance for policymakers, education leaders, and implementers seeking to design and scale blended TPD systems that are responsive, inclusive, and oriented toward long-term institutional change.
blended approaches, teacher professional development (TPD), scale, education innovation
SUSTAINABLE LIFESTYLE OF EDUCATION STUDENTS IN VIET NAM: CURRENT STATE OF AWARENESS AND PROPOSED EDUCATIONAL MEASURES FOR LEARNERS
Based on the Social Cognitive Theory (SCT), the article surveyed the perceptions of 813 education students. The research results indicate that for students today, there is still a certain gap between awareness and action in practicing sustainable lifestyles. Therefore, the main purpose of the article is to suggest some educational measures to promote sustainable lifestyles for education students in three main aspects related to the internal activities of the school, measures that can educate lifestyles from production and business models and finally, students' self-awareness of positive changes.
sustainable lifestyle, sustainable lifestyle education, education students, higher education
DIGITAL COMPETENCES OF SCHOOL LEADER: A SYSTEMATIC REVIEW
In recent years, Information and Communication Technologies (ICT) have played a significant role in enhancing the quality of life. However, their integration and potential in the field of education remain in a developmental phase. In this context, the present study conducts a systematic review of the literature on the digital competence of school leaders from 2015 to 2024. The primary objective is to identify prevailing research trends and suggest potential directions for future inquiry. The review methodology follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. After applying inclusion, exclusion, and thematic relevance criteria to studies indexed in the Scopus database, a total of 24 publications were selected for analysis. The findings reveal that digital competence is a multidimensional construct encompassing strategic, pedagogical, technical, and ethical components. Competent digital leaders play a vital role in fostering teacher development, managing innovation, and aligning technology use with institutional goals. However, disparities in context, limited empirical studies from under-resourced regions, and fragmented frameworks remain persistent challenges. The review concludes by recommending future research to develop adaptable competence models, investigate emerging technologies such as AI in leadership, and evaluate the long-term effects of digital leadership practices.
digital competence, school leader, systematic review, educational innovation, scopus database
DEVELOPING SELF-LEARNING COMPETENCE FOR CHEMISTRY PEDAGOGY STUDENTS THROUGH THE USE OF DIGITAL LEARNING MATERIALS IN THE COURSE ON DESIGNING CHEMISTRY TEACHING PLANS
In the period of the booming Industrial Revolution 4.0, with the rapid development of information technology (IT) and scientific techniques, teaching methods require changes to meet the learning needs of students as well as the increasing demands of society. Therefore, fostering and enhancing self-learning competency (SLC) for students is an extremely important issue. This article focuses on building and using digital learning resources to enhance SLC for students. The research process and the results of pedagogical experiments at the Chemistry Department of Hanoi University of Education are described to demonstrate the effectiveness and feasibility of using digital learning materials in developing self-learning competency for students participating in the course on Developing Teaching Plans for Chemistry. The experimental data, after statistical analysis, showed that the use of digital learning materials (DLMs) to develop self-learning competency for pedagogical students can be scaled up.
digital learning materials, self-learning competency, teaching chemistry
DEVELOPING HUMAN RIGHTS EDUCATION IN VIETNAM'S DIGITAL ERA: IMPLICATIONS FROM THE WORLD PROGRAMME FOR HUMAN RIGHTS EDUCATION, PHASE V
Digital transformation is profoundly reshaping society, offering vast opportunities yet simultaneously presenting significant challenges to human rights protection. Issues such as privacy, cybersecurity, algorithmic discrimination, digital divide, and accountability of artificial intelligence are becoming increasingly concerning. In Vietnam, this dynamic digital transformation demands timely and effective human rights safeguards in the digital environment. In this context, human rights education is crucial for empowering individuals and communities with knowledge, skills, and attitudes to navigate the digital space safely, responsibly, and with respect for human rights. This study employs document analysis and synthesis, drawing on legal documents, educational policies, UN reports especially Phase V, and academic literature to identify the context, challenges, and current state of human rights education in the digital era, and to propose practical solutions.
Education, human rights, digital technology, sustainable development, Vietnam, World programme for human rights education
COMPETENCY-BASED ENGLISH TEACHING FOR NON-ENGLISH MAJORS IN HANOI: CURRENT STATUS
This qualitative study explores how competency-based education (CBE) is used in English writing classes for non-English majors at Vietnamese universities, focusing on digital tools and writing skills for employment. Based on theories of competency-based education and socio-constructivist learning, the study uses semi-structured interviews with 10 lecturers. This data, supported by classroom observations and document analysis, provides a detailed account of teaching practices, their benefits, and the challenges of putting them into practice. The lecturers reported that digital tools helped students produce realistic texts and receive ongoing feedback. However, they also identified problems with assessment practices, heavy workloads, and limited support from their universities. The findings indicate a need for clearer curriculum guidance and specific professional development to align teaching and assessment with the goals of CBE. By concentrating on the lecturers' views, the paper offers practical advice for curriculum designers and teacher educators and suggests future research should include student perspectives and policy analysis.
competency-based teaching, English language teaching, non-English majors, technology, multimedia, writing skills, interviews
APPLICATION OF MULTIMEDIA PRODUCTS IN FAMILY VALUES EDUCATION FOR ETHNIC MINORITY YOUTH IN GIA LAI PROVINCE AT PRESENT
The education of family values for ethnic minority youth is a community education content with the main subject being the Ho Chi Minh Communist Youth Union, implementing the “Vietnam Family Development Strategy by 2030” set by the Prime Minister. Gia Lai, a mountainous province in the Central Highlands of Vietnam, has 53% of its youth belonging to ethnic minorities, who carry unique family cultural traits. Issues such as child marriage, domestic violence, demands during marriage, and many other negative phenomena still persist. According to the Government's Report by the end of 2024, Gia Lai province had 392 child marriage couples (of which nearly 97% were ethnic minorities), 02 incestuous marriage couples, and 08 cases of domestic violence. Therefore, using the method of analyzing and summarizing experience and the questionnaire survey method, the authors analyzed the current situation, as a basis for proposing measures to select, design, organize and implement the application of multimedia products in family values education in the research area. Through these measures, the Ho Chi Minh Communist Youth Union at all levels can better implement family values education for ethnic minority youth. As a result, it helps ethnic minority youth enhance their awareness of the beautiful values of Vietnamese families and form habits and moral standards in family interactions. At the same time, it helps ethnic minority youth become responsible for building and developing Vietnamese family values in the new context.
family values education, education for ethnic minority youth, multimedia products in education, community education