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. Since 2025, the journal has published seven issues annually, in January, March, May, June, September, October and December 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: DEVELOPING SOCIAL COMMUNICATION SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDER AGED 3–4 YEARS THROUGH NON-DIRECTIVE PLAY THERAPY
items: DEVELOPMENT AND VALIDATION OF A SENIOR HIGH SCHOOL STATISTICS AND PROBABILITY ACHIEVEMENT TEST USING ITEM RESPONSE THEORY
items: THE COMPETENCE OF APPLYING INFORMATION AND COMMUNICATION TECHNOLOGY IN DEVELOPING LESSON PLANSOF PHYSICS PRE-SERVICE TEACHERS
items: INTEGRATING HUMAN RIGHTS EDUCATION INTO PRIMARY VIETNAMESE LANGUAGE TEACHING
items: ANALYZING LEARNER INTERLANGUAGE DISCOURSE WITH AI: FACILITATING NOTICING IN THE EFL CLASSROOM
items: DEVELOPING MATHEMATICAL LITERACY THROUGH AN INSTRUCTIONAL PROCESS: A GRADE 9 CASE STUDYON SOLVING SYSTEMS OF LINEAR EQUATIONS IN TWO VARIABLES
items: HO CHI MINH’S THOUGHT ON EDUCATIONAL DEVELOPMENT FOR BUILDING THE SOCIALIST PERSON
items: DESIGN AND IMPLEMENTATION OF AN AI TEACHING ASSISTANT FOR ENHANCING STUDENTS' SELF-STUDY IN 1OTH GRADE BIOLOGY
items: APPLYING TRANSACTIONAL RESPONSE THEORY TO TEACHING LITERARY READING COMPREHENSION OF FAREWELL TO THE ROYAL PALACE IN GRADE 11
items: SYSTEMATIC LITERATURE REVIEW AND BIBLIOMETRIC ANALYSIS OF EXPERIENTIAL LEARNING: AN ANALYSIS BASED ON THE SCOPUS DATABASE
items: EXPERIENTIAL LEARNING IN HIGHER EDUCATION: A BIBLIOMETRIC ANALYSIS FROM 1991 TO 2024
items: ACADEMIC INCENTIVE SCHOLARSHIP POLICIES FOR UNIVERSITY STUDENTS IN VIETNAM: CURRENT SITUATION AND POLICY IMPLICATIONS
items: ORGANIZING EXPERIENTIAL LEARNING ACTIVITIES FOR GLOBAL CITIZENSHIP EDUCATION IN TEACHING CIVIC EDUCATION AT LOWER SECONDARY LEVEL
items: UTILIZING MULTIMODAL RESOURCES TO ENHANCE THE EFFECTIVENESS OF CREATIVE WRITING INSTRUCTION FOR ELEMENTARY SCHOOL STUDENTS (GRADES 3 TO 5)
items: INTEGRATING HISTORY EDUCATION INTO THE TEACHING OF CHILDREN’S LITERATURE READING COMPREHENSION IN VIETNAMESE PRIMARY SCHOOLS
items: DEVELOPING A COMPETENCY FRAMEWORK FOR DIFFERENTIATED INSTRUCTION AMONG PRE-SERVICE FINE ARTS TEACHERS AT UNIVERSITIES
items: DEVELOPING AND USING PRACTICAL EXERCISES IN GENERAL SCHOOL TEACHING
items: ATTITUDES TOWARDS USING CANVA IN LEARNING ENGLISH AS A SECOND LANGUAGE: A STUDY OF MALAYSIAN PRIVATE UNIVERSITY STUDENTS AT UTAR
items: EFL TEACHERS’ EMOTIONS ABOUT USING ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN UNIVERSITY CONTEXT: A QUALITATIVE STUDY
items: RESEARCH ON THE FLIPPED CLASSROOM IN MODERN EDUCATIONAL DEVELOPMENT
items: APPLYING CENTRALITY MEASURES TO THE COURSE PREREQUISITE NETWORK ANALYSIS OF THE UNDERGRADUATE CIVIL ENGINEERING CURRICULUM
items: APPLYING UNIVERSAL DESIGN FOR LEARNING IN ORGANIZING INSTRUCTION FOR STUDENTS WITH DISABILITIES IN INCLUSIVE PRIMARY SCHOOLS
items: A REVIEW OF MEASUREMENT PROPERTIES OF INTELLIGENCE ASSESSMENT TOOLS FOR CHILDREN
items: NOVICE EFL TEACHERS’ EXPERIENCES IN A MENTORING PROGRAM: A CASE STUDY IN THE MEKONG DELTA
items: TEACHERS’ TRANSLANGUAGING PRACTICES IN BILINGUAL CLASSROOMS: A CASE STUDY AT AN ELEMENTARY SCHOOL IN HUALIEN, TAIWAN (CHINA)
items: COLLOCATION LEARNING STRATEGIES USED BY ADVANCED LEARNERS: IMPLICATIONS FOR ENGLISH LANGUAGE TEACHING
items: SEMIOTICS AS A PEDAGOGICAL ORIENTATION IN TEACHING LITERARY READING COMPREHENSION TOWARD COMPETENCY DEVELOPMENT IN UPPER SECONDARY EDUCATION
items: APPLICATION OF GENERATIVE ARTIFICIAL INTELLIGENCE (GENAI) IN SUPPORTING DIGITAL LEARNING MATERIAL DESIGN FOR GEOGRAPHY TEACHING: CONCEPTS AND IMPLEMENTATION PROCEDURES
items: FINANCIAL EDUCATION FOR HIGH SCHOOL STUDENTS: PRACTICES IN THE UNITED STATES OF AMERICA AND IMPLICATIONS FOR VIETNAM
items: E-LEARNING RESOURCES FOR CHINESE VOCABULARY LEARNING AT HANOI NATIONAL UNIVERSITY OF EDUCATION: CURRENT STATUS AND SOLUTIONS

DEVELOPING SOCIAL COMMUNICATION SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDER AGED 3–4 YEARS THROUGH NON-DIRECTIVE PLAY THERAPY
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: non-directive play therapy, autism spectrum disorder, social communication, social participation
  topic: keywords
creator: Tran Thi Minh Thanh
creator: Cao Thi Phong
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-03-28
publication date: 2026-03-28
starting page: 92
ending page: 100
doi: 10.18173/2354-1075.2026-0028

DEVELOPMENT AND VALIDATION OF A SENIOR HIGH SCHOOL STATISTICS AND PROBABILITY ACHIEVEMENT TEST USING ITEM RESPONSE THEORY
type: item
description: 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 psy…
subject: Educational Sciences: Natural Science
  topic: section
subject: Item Response Theory (IRT), cognitive assessment, Statistics and Probability, test development, senior high school, 3PL IRT models, Rasch model
  topic: keywords
subject: Mathematics Education, Assessment in Mathematics Education, STEM Education, Applied Statistics
  topic: disciplines
creator: Jerome L. Buhay
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-03-30
publication date: 2026-03-30
starting page: 101
ending page: 114
doi: 10.18173/2354-1075.2026-0029

THE COMPETENCE OF APPLYING INFORMATION AND COMMUNICATION TECHNOLOGY IN DEVELOPING LESSON PLANSOF PHYSICS PRE-SERVICE TEACHERS
type: item
description: 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.
subject: Educational Sciences: Natural Science
  topic: section
subject: digital competence, ICT, lesson plan, physics pedagogy, TPACK
  topic: keywords
creator: Tran Ngoc Chat
creator: Ngo Trong Tue
creator: Tuong Duy Hai
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-03-30
publication date: 2026-03-30
starting page: 127
ending page: 142
doi: 10.18173/2354-1075.2026-0031

INTEGRATING HUMAN RIGHTS EDUCATION INTO PRIMARY VIETNAMESE LANGUAGE TEACHING
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: human rights education; integrated teaching; Vietnamese language education; integration principles; primary education
  topic: keywords
subject: Giáo dục học (Lí luận và phương pháp dạy học Tiếng Việt)
  topic: disciplines
creator: Trinh Cam Ly
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-05-05
publication date: 2026-05-05
starting page: 32
ending page: 42
doi: 10.18173/2354-1075.2026-0035

ANALYZING LEARNER INTERLANGUAGE DISCOURSE WITH AI: FACILITATING NOTICING IN THE EFL CLASSROOM
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: Noticing Hypothesis, interlanguage discourse, EFL speaking, discourse analysis, AI-mediated feedback, ChatGPT in education
  topic: keywords
subject: EFL
  topic: disciplines
creator: Anthony G. Ryan
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-03-10
publication date: 2026-03-10
starting page: 3
ending page: 16
doi: 10.18173/2354-1075.2026-0020

DEVELOPING MATHEMATICAL LITERACY THROUGH AN INSTRUCTIONAL PROCESS: A GRADE 9 CASE STUDYON SOLVING SYSTEMS OF LINEAR EQUATIONS IN TWO VARIABLES
type: item
description: 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.
subject: Educational Sciences: Natural Science
  topic: section
subject: mathematical literacy, instructional process, RME, DAPIC, systems of linear equations
  topic: keywords
creator: Nguyen Phuong Chi
creator: Truong Huu Hung
creator: Tran Cuong
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-03-30
publication date: 2026-03-30
starting page: 115
ending page: 126
doi: 10.18173/2354-1075.2026-0030

HO CHI MINH’S THOUGHT ON EDUCATIONAL DEVELOPMENT FOR BUILDING THE SOCIALIST PERSON
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: socialist person, education and training, Ho Chi Minh’s thought, human development
  topic: keywords
creator: Nguyen Van Hien
creator: Nguyen Thi Thanh Tung
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-04-04
publication date: 2026-04-04
starting page: 3
ending page: 12
doi: 10.18173/2354-1075.2026-0032

DESIGN AND IMPLEMENTATION OF AN AI TEACHING ASSISTANT FOR ENHANCING STUDENTS' SELF-STUDY IN 1OTH GRADE BIOLOGY
type: item
description: 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.
subject: Educational Sciences: Natural Science
  topic: section
subject: self-directed learning (SDL), Artificial intelligence in education (AIEd), AI teaching assistant, Biology education, secondary education
  topic: keywords
subject: Artificial Intelligence in Education
  topic: disciplines
creator: Truong Thuy Phuong
creator: Phan Thi Thanh Hoi
creator: Le Minh Thu
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-12-31
publication date: 2025-12-31
starting page: 155
ending page: 168
doi: 10.18173/2354-1075.2025-0139

APPLYING TRANSACTIONAL RESPONSE THEORY TO TEACHING LITERARY READING COMPREHENSION OF FAREWELL TO THE ROYAL PALACE IN GRADE 11
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: transactional-response, literary experience, dramatic text reading comprehension
  topic: keywords
subject: Lí luận và phương pháp dạy học bộ môn Văn và tiếng Việt
  topic: disciplines
creator: Tran Quoc Kha
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-05-07
publication date: 2026-05-07
starting page: 53
ending page: 61
doi: 10.18173/2354-1075.2026-0037

SYSTEMATIC LITERATURE REVIEW AND BIBLIOMETRIC ANALYSIS OF EXPERIENTIAL LEARNING: AN ANALYSIS BASED ON THE SCOPUS DATABASE
type: item
description: 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.
subject: Educational Sciences: Natural Science
  topic: section
subject: Experiential Learning (EL), bibliometric, Scopus, STEM, biblioshiny, VOSviewer, scientometrics
  topic: keywords
creator: Pham Thi Kim Dung
creator: Do Thanh Trung
creator: Nguyen Van Hien
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-12-30
publication date: 2025-12-30
starting page: 144
ending page: 154
doi: 10.18173/2354-1075.2025-0138

EXPERIENTIAL LEARNING IN HIGHER EDUCATION: A BIBLIOMETRIC ANALYSIS FROM 1991 TO 2024
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: experiential learning, higher education, bibliometric analysis, Scopus database
  topic: keywords
creator: Pham Duc Long
creator: Nguyen Thuy Nga
creator: Bui Thi Kim Phuong
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-03-26
publication date: 2026-03-26
starting page: 39
ending page: 48
doi: 10.18173/2354-1075.2026-0023

ACADEMIC INCENTIVE SCHOLARSHIP POLICIES FOR UNIVERSITY STUDENTS IN VIETNAM: CURRENT SITUATION AND POLICY IMPLICATIONS
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: academic achievement scholarships, financial aid policy, educational equity, Vietnamese higher education
  topic: keywords
subject: Đảm bảo chất lượng
  topic: disciplines
creator: Pham Hai Ha
creator: Nguyen Anh Tuan
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-03-18
publication date: 2026-03-18
starting page: 13
ending page: 21
doi: 10.18173/2354-1075.2026-0033

ORGANIZING EXPERIENTIAL LEARNING ACTIVITIES FOR GLOBAL CITIZENSHIP EDUCATION IN TEACHING CIVIC EDUCATION AT LOWER SECONDARY LEVEL
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: experiential learning, Global Citizenship Education, Civic Education, lower secondary school
  topic: keywords
subject: LL và PPDH Giáo dục công dân
  topic: disciplines
creator: Luu Thi Thu Ha
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-01-26
publication date: 2026-01-26
starting page: 83
ending page: 91
doi: 10.18173/2354-1075.2026-0040

UTILIZING MULTIMODAL RESOURCES TO ENHANCE THE EFFECTIVENESS OF CREATIVE WRITING INSTRUCTION FOR ELEMENTARY SCHOOL STUDENTS (GRADES 3 TO 5)
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: Multimodal resources, creative writing, elementary school students, instruction
  topic: keywords
subject: Khoa học Giáo dục
  topic: disciplines
creator: Vu Trong Dong
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-04-15
publication date: 2026-04-15
starting page: 43
ending page: 52
doi: 10.18173/2354-1075.2026-0036

INTEGRATING HISTORY EDUCATION INTO THE TEACHING OF CHILDREN’S LITERATURE READING COMPREHENSION IN VIETNAMESE PRIMARY SCHOOLS
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: history education, interdisciplinary integration, children’s literature, reading comprehension, primary education
  topic: keywords
creator: Nguyen Duc Khuong
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2025-12-26
publication date: 2025-12-26
starting page: 72
ending page: 79
doi: 10.18173/2354-1075.2026-0007

DEVELOPING A COMPETENCY FRAMEWORK FOR DIFFERENTIATED INSTRUCTION AMONG PRE-SERVICE FINE ARTS TEACHERS AT UNIVERSITIES
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: differentiated instruction, competency framework, pre-service Fine Arts teacher
  topic: keywords
creator: Nguyen Thi Hong Tham
creator: Pham Dinh Binh
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2025-12-25
publication date: 2025-12-25
starting page: 118
ending page: 127
doi: 10.18173/2354-1075.2026-0012

DEVELOPING AND USING PRACTICAL EXERCISES IN GENERAL SCHOOL TEACHING
type: item
description: In the context of comprehensive educational reform, the development of students’ competency to apply knowledge to real-life situations is identified as a central objective of the 2018 General Education Curriculum. Practical exercises (PEs) not only bridge school knowledge and real-life contexts but also foster critical thinking, skills, and core competencies in students. However, teaching practice indicates that the design and implementation of PEs still face limitations, both in teachers’ perceptions and in actual conditions of classroom application. This study aims to examine the role of PEs in teaching, propose a context - Competency – Assessment (CCA) model for the design and use of PEs. The findings are expected to provide theoreticalfoundations and practical implications to support teachers in improving teaching quality at general schools.
subject: Educational Science: Social Science
  topic: section
subject: practical exercises, competency development, general education
  topic: keywords
subject: Khoa học Giáo dục
  topic: disciplines
creator: Ngo Thi Hai Yen
creator: Phan Thi Thanh Hoi
creator: Nguyen Huu Thang
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-04-15
publication date: 2026-04-15
starting page: 22
ending page: 31
doi: 10.18173/2354-1075.2026-0034

ATTITUDES TOWARDS USING CANVA IN LEARNING ENGLISH AS A SECOND LANGUAGE: A STUDY OF MALAYSIAN PRIVATE UNIVERSITY STUDENTS AT UTAR
type: item
description: This study investigates undergraduates’ attitudes at Universiti Tunku Abdul Rahman (UTAR), a Malaysian private university, toward using Canva in learning English as a second language. It examines the correlation between students' attitudes and their proficiency levels, as well as gender differences. This study contributes to understanding how the lower proficiency of learners find this instrument helpful in writing. Also, it increases commitment, inspiration and gender dynamics in ESL classroom settings. Adopting a quantitative approach, data were collected from 103 respondents using a questionnaire adapted from Gardner’s (1985) Attitude and Motivation Test Battery (AMTB). Respondents were grouped according to their Malaysian University English Test (MUET) results to explore potential links between Canva use and language proficiency. The findings reveal that undergraduates generally expressed positive attitudes toward integrating Canva in English learning. Students with lower proficiency levels reported stronger positive attitudes, indicating a significant relationship between students’ proficiency and attitudes towards using Canva in learning the English language. In addition, female students showed more positive attitudes than their male counterparts. The study highlights the importance of supporting learners with lower proficiency when integrating digital tools in language learning practices in the second language classroom. It depicts the empirical quantitative justification in the use of digital instruments in learning ESL. It bridges the gap between conventional learning and contemporary learning with technology tools by adapting a validated AMTB framework. It also shows that attitudes vary by gender. These findings offer practical insights for the use of Canva in ESL classrooms.
subject: Educational Science: Social Science
  topic: section
subject: Attitudes, Language proficiency, Canva, MUET
  topic: keywords
creator: Jane Irene PJ Antony
creator: Shobana Sandrasegaran
creator: Surindar Kaur Gurmukh Singh
creator: Wei Chooi Yi
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-03-18
publication date: 2026-03-18
starting page: 17
ending page: 28
doi: 10.18173/2354-1075.2026-0021

EFL TEACHERS’ EMOTIONS ABOUT USING ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN UNIVERSITY CONTEXT: A QUALITATIVE STUDY
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: AI technologies, teacher emotion, control value theory
  topic: keywords
creator: Dinh Thi Thu Trang
creator: Nguyen Hai Ha
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-12-10
publication date: 2025-12-10
starting page: 24
ending page: 33
doi: 10.18173/2354-1075.2025-0126

RESEARCH ON THE FLIPPED CLASSROOM IN MODERN EDUCATIONAL DEVELOPMENT
type: item
description: Drawing on an analysis of the historical development and dissemination of the flipped classroom (FC), this study argues that the FC is the product of multiple educational theories. The article examines four theoretical strands: constructivism and social constructivism; cognitive load theory and multimedia learning; active and experiential learning; and Bloom’s taxonomy of cognitive objectives to explain the mechanisms underlying the phases of the FC. It also identifies practical challenges, including misconceptions during self-study when timely support is lacking, cognitive overload resulting from suboptimally designed materials, difficulties in coordinating group activities, and constraints on achieving higher-order thinking when learners’ preparation is insufficient. The analysis suggests that the effectiveness of the FC depends on alignment between theoretical foundations, pedagogical design, and implementation conditions. The study calls for clearer principles of material design, cognitive load management, and quality assurance in classroom coordination to support a cautious and well-grounded adoption of the FC in higher education.
subject: Educational Science: Social Science
  topic: section
subject: Flipped Classroom, constructivist theory, active learning, cognitive load theory, multimedia learning
  topic: keywords
creator: Tieu Thi My Hong
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-01-13
publication date: 2026-01-13
starting page: 139
ending page: 147
doi: 10.18173/2354-1075.2026-0014

APPLYING CENTRALITY MEASURES TO THE COURSE PREREQUISITE NETWORK ANALYSIS OF THE UNDERGRADUATE CIVIL ENGINEERING CURRICULUM
type: item
description: 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.
subject: Educational Sciences: Natural Science
  topic: section
subject: centrality measures, curriculum, curriculum design, network, prerequisites
  topic: keywords
subject: Mathematical Graph Theory, Curriculum Design
  topic: disciplines
creator: Ma. Theresa Christine Valdez
creator: Kristine Joy Roldan
creator: Timothy John Masuli
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-12-30
publication date: 2025-12-30
starting page: 131
ending page: 143
doi: 10.18173/2354-1075.2025-0137

APPLYING UNIVERSAL DESIGN FOR LEARNING IN ORGANIZING INSTRUCTION FOR STUDENTS WITH DISABILITIES IN INCLUSIVE PRIMARY SCHOOLS
type: item
description: To enhance the quality of inclusive education for students with disabilities, teachers continuously innovate teaching methods. Universal Design Learning (UDL), a framework to improve and optimize teaching and learning, is encouraged to be applied in inclusive education. This article proposes a four-step process including lesson planning, UDL-based adjustment, implementation, and reflection. In this process, adjusting lesson plans according to UDL guidelines is important in promoting the effectiveness of inclusive education. At that time, teachers need to consider the overall needs of students in the class, including students with disabilities, then use the UDL guideline framework to review and determine teaching objectives and teaching content, and at the same time select and adjust appropriate methods, means, forms, and assessment methods to meet the diverse needs of students. Findings highlight that integrating UDL principles enhances accessibility, student engagement, and teacher flexibility in inclusive classrooms. These suggestions are considered as an open direction for implementing effective inclusive education in primary schools today.
subject: Educational Science: Social Science
  topic: section
subject: Universal Design for Learning, organizing teaching activities, inclusive primaryschool, students with disabilities
  topic: keywords
creator: Nguyen Ha My
creator: Nguyen Thi Cam Huong
creator: Nguyen Thi Hoa
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-03-16
publication date: 2026-03-16
starting page: 68
ending page: 76
doi: 10.18173/2354-1075.2026-0026

A REVIEW OF MEASUREMENT PROPERTIES OF INTELLIGENCE ASSESSMENT TOOLS FOR CHILDREN
type: item
description: The purpose of this study is to systematically review and compare the measurement properties (reliability and validity) and application scope of five commonly used intelligence assessment tools for children: WISC-V, SB-5, RPM, KABC-II, and UNIT-2. Using a systematic literature review combined with a comparative analysis approach, the study synthesizes and objectively evaluates academic evidence related to these five individual intelligence scales. The results indicate that WISC-V, SB-5, and KABC-II are comprehensive tools with high reliability and validity, suitable for clinical diagnosis and specialized educational interventions. In contrast, RPM and UNIT-2 demonstrate advantages in large-scale screening and assessment of specific populations due to their nonverbal nature and cultural fairness. The study concludes that selecting the most appropriate tool should be based on specific assessment objectives, individual child characteristics, and contextual factors, while emphasizing the critical role of professional expertise in interpreting results.
subject: Educational Science: Social Science
  topic: section
subject: assessment, intellectual ability, comparison, reliability, validity
  topic: keywords
subject: psychology
  topic: disciplines
creator: Dao Minh Duc
creator: Nguyen Thi Huyen Cham
creator: Nguyen Thi Duyen
creator: Nguyen Thi Linh Duong
creator: Ta Thi Tra Giang
creator: Tran Thanh Ha
creator: Dang Khanh Ha
creator: Nguyen Van Hoc
creator: Quach Thi Phuong Lan
creator: Nguyen Thi Tra My
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-01-29
publication date: 2026-01-29
starting page: 128
ending page: 138
doi: 10.18173/2354-1075.2026-0013

NOVICE EFL TEACHERS’ EXPERIENCES IN A MENTORING PROGRAM: A CASE STUDY IN THE MEKONG DELTA
type: item
description: This study investigates the experiences of English as a foreign language (EFL)novice teachers (NTs) participating in a mentoring program in the Mekong Delta region of Vietnam. A mixed-methods approach was employed, with quantitative data collected through a structured questionnaire administered to 30 novice teachers, and qualitative insights gathered from semi-structured interviews with eight participants. The findings revealed high levels of satisfaction among the novice teachers regarding skill development, observational learning, and supportive feedback mechanisms. However, challenges such as communication barriers and time constraints were also identified. The study highlights the need for educational institutions to implement flexible program timeframes that are responsive to the diverse learning and developmental paces of novice teachers.
subject: Educational Science: Social Science
  topic: section
subject: novice teachers, mentoring program, professional development, teachers’ retention, Mekong Delta.
  topic: keywords
creator: Le Vu Thuy Vi
creator: Ngo Huynh Hong Nga
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-03-10
publication date: 2026-03-10
starting page: 49
ending page: 58
doi: 10.18173/2354-1075.2026-0024

TEACHERS’ TRANSLANGUAGING PRACTICES IN BILINGUAL CLASSROOMS: A CASE STUDY AT AN ELEMENTARY SCHOOL IN HUALIEN, TAIWAN (CHINA)
type: item
description: 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.
subject: Educational Science: Social Science
  topic: section
subject: translanguaging, bilingual education, elementary classrooms, Taiwan
  topic: keywords
subject: Language teaching and learning
  topic: disciplines
creator: Bui Le Anh Phuong
creator: Tran Pham Bich Van
rights: Copyright (c) 2025 Journal of Science Educational Science
date: 2025-12-19
publication date: 2025-12-19
starting page: 3
ending page: 13
doi: 10.18173/2354-1075.2025-0124

COLLOCATION LEARNING STRATEGIES USED BY ADVANCED LEARNERS: IMPLICATIONS FOR ENGLISH LANGUAGE TEACHING
type: item
description: Collocations form a core component of second language competence, yet they remain difficult to master, especially in exam-oriented contexts. Previous research has highlighted the role of first language influence and the importance of deliberate strategy use. However, little is known about how advanced learners independently manage collocation learning in professional domains. This study addresses the gap through an exploratory multiple-case study of three Vietnamese learners working in banking, content creation, and English teaching. Data were collected through semi-structured interviews and learner reports and analysed thematically within the AWARE framework (Ying & O’Neill, 2009) [1]. The findings show that learners adopted multiple strategies, including structured input, thematic organisation, and lexical chunking, but the retrieval of collocations in spontaneous communication remained a persistent difficulty. The study highlights the influence of professional demands on strategy choice, and the need for instruction that integrates multiple strategies. The study calls for promoting retrieval-based practice, and supporting contextualised use of digital resources. These insights may extend research on collocation learning by demonstrating how individual and contextual factors shape the strategy use of advanced learners in exam-dominated EFL environments.
subject: Educational Science: Social Science
  topic: section
subject: Collocation learning strategies; Advanced learners; English teaching and learning, Vietnamese Exam-Dominated Context; Second Language at Vietnamese Schools
  topic: keywords
subject: English Language Teaching Methodology
  topic: disciplines
creator: Cao Thi Hong Phuong
creator: Nguyen Thai Hung
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-03-10
publication date: 2026-03-10
starting page: 29
ending page: 38
doi: 10.18173/2354-1075.2026-0022

SEMIOTICS AS A PEDAGOGICAL ORIENTATION IN TEACHING LITERARY READING COMPREHENSION TOWARD COMPETENCY DEVELOPMENT IN UPPER SECONDARY EDUCATION
type: item
description: The article explores semiotics as a viable approach to teaching literary reading comprehension at the upper secondary level within a competency-based educational framework. Theoretically, it conceptualizes literary texts as open semiotic fields in which meaning is constructed through reading in relation to cultural dialogue and ideology. Pedagogically, it proposes practical principles and levels of application in school contexts. The study’s novelty lies in repositioning semiotics from a tool of textual analysis to a pedagogical methodology and in demonstrating its alignment with contemporary educational theories. The findings confirm semiotics as a flexible and sustainable approach that fosters students’ critical thinking and creative capacities.
subject: Educational Science: Social Science
  topic: section
subject: semiotics, teaching reading comprehension, literature, upper secondary level, competency development
  topic: keywords
subject: Theory and Methodology of Teaching Literature and Vietnamese Language
  topic: disciplines
creator: Ly Tran A Khuong
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2025-12-09
publication date: 2025-12-09
starting page: 15
ending page: 26
doi: 10.18173/2354-1075.2026-0002

APPLICATION OF GENERATIVE ARTIFICIAL INTELLIGENCE (GENAI) IN SUPPORTING DIGITAL LEARNING MATERIAL DESIGN FOR GEOGRAPHY TEACHING: CONCEPTS AND IMPLEMENTATION PROCEDURES
type: item
description: The rise of Generative Artificial Intelligence (GenAI) is reshaping the development of digital learning materials in general education. This paper focuses on analyzing the capabilities and establishing a process for applying GenAI to the design of digital learning materials for high school Geography. Employing literature synthesis and modeling as the primary research methods, the study demonstrates that GenAI not only supports diverse forms of digital material formats (including text, images, video, and audio) but also optimizes instructional activities throughout the instructional process. A key outcome of the study is a systematized nine-step practical process, providing a practical framework for Geography teachers to effectively leverage this technology. This provides a practical methodological contribution to promoting digital transformation and enhancing the pedagogical competence of Geography teachers in the current context of educational reform.
subject: Educational Science: Social Science
  topic: section
subject: artificial intelligence, generative artificial intelligence, digital learning materials, Geography teaching
  topic: keywords
subject: Lí luận và phương pháp dạy học địa lí
  topic: disciplines
creator: Nguyen Thi Hien
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2026-05-07
publication date: 2026-05-07
starting page: 73
ending page: 82
doi: 10.18173/2354-1075.2026-0039

FINANCIAL EDUCATION FOR HIGH SCHOOL STUDENTS: PRACTICES IN THE UNITED STATES OF AMERICA AND IMPLICATIONS FOR VIETNAM
type: item
description: In the context of globalization, rapid financial market expansion, and increasing access to modern financial products among adolescents, financial education has become an essential component of secondary education. This study examines financial education for high school students in the United States and draws implications for Vietnam through a qualitative comparative approach based on document analysis and content synthesis. The study reviews curricular frameworks, policy documents, and empirical studies with emphasis on curriculum content, pedagogical methods, and assessment practices. The findings show that financial education in the United States of America has been developed in a relatively systematic manner with three major domains: fundamental economics, personal finance, and broader institutional and policy-related financial frameworks. Instruction is implemented through diversified materials, technology integration, active learning, and real-life application, while learning outcomes are assessed through tests, assignments, and projects. Based on these findings, the study suggests that Vietnam establish explicit financial literacy competencies, strengthen interdisciplinary integration, promote experiential learning, diversify assessment methods, and enhance teacher preparation to build a comprehensive financial education ecosystem.
subject: Educational Science: Social Science
  topic: section
subject: Financial education, high school students, USA, Vietnam
  topic: keywords
creator: Nguyen Thi Xiem
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2025-11-02
publication date: 2025-11-02
starting page: 59
ending page: 67
doi: 10.18173/2354-1075.2026-0025

E-LEARNING RESOURCES FOR CHINESE VOCABULARY LEARNING AT HANOI NATIONAL UNIVERSITY OF EDUCATION: CURRENT STATUS AND SOLUTIONS
type: item
description: This study examines the current state of Chinese vocabulary learning among non-major undergraduates at Hanoi National University of Education and proposes appropriate E-learning solutions. A mixed-methods design was used, including a survey of 127 students with a 24-item Likert scale (Cronbach’s alpha = 0.904) and in-depth interviews with seven lecturers. The analysis indicates that traditional approaches do not adequately support vocabulary memorization and contextual use, and that E-learning practices remain fragmented. While most students report frequent use of LMS based materials, a sizeable neutral group suggests unstable engagement. Lecturers prioritize tone correction, character structure and stroke order, and vocabulary usage, yet report a lack standardized digital resources and short formative assessments integrated into the LMS. Based on these findings, the paper proposes an E-learning resource package at three levels: institution, instructors, and students. The study provides empirical evidence and recommendations for building an effective digital learning environment in higher education.
subject: Educational Science: Social Science
  topic: section
subject: E-learning resources, general education students, Chinese vocabulary learning, current situation, solutions
  topic: keywords
creator: Ngo Thi Khanh Chi
creator: Nguyen Thi Tuyet Mai
creator: Nguyen Thanh Huyen
rights: Copyright (c) 2026 Journal of Science Educational Science
date: 2025-11-08
publication date: 2025-11-08
starting page: 98
ending page: 106
doi: 10.18173/2354-1075.2026-0010