Tạp chí Khoa học - Trường Đại học Sư phạm Hà Nội: Khoa học Giáo dục

COMPETENCY-BASED ENGLISH TEACHING FOR NON-ENGLISH MAJORS IN HANOI: CURRENT STATUS

2026-01-31

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.

PROMOTING MOTIVATION IN LANGUAGE LEARNING WITH NATIVESPEAKING ENGLISH TEACHERS: UNHEARD VOICES OF EFL STUDENTS

Tran Thi Thien Trang, Nguyen Anh Thi and Do Thi Bich Thuyen — 2026-01-31

This study investigates Vietnamese EFL learners’ perceptions of their motivation when learning with native English-speaking teachers (NETs) at a public university in the Mekong Delta, Vietnam, focusing on the perceived impact of NETs and learners’ suggestions for enhancing motivational engagement. Data were collected from 88 English learners through questionnaires and 5 semi-structured interviews. The findings indicate a generally high level of agreement among participants regarding ten proposed motivational characteristics of NETs, with the most influential being: (1) modeling appropriate behavior, (2) creating a pleasant and relaxed classroom atmosphere, and (3) establishing positive teacher–learner relationships. However, the study also highlights areas for improvement, notably the need for NETs to enhance (1) task presentation, (2) support for learner goalsetting, and (3) promotion of learner autonomy. The study concludes with practical recommendations for NETs and educational stakeholders to more effectively foster motivation among EFL learners.

USING TEXTBOOK TASKS: EFL SCHOOL TEACHERS’ CHALLENGES AND HANDLING STRATEGIES

Lam Ky Nhan and Phuong Hoang Yen — 2026-01-31

This study explores the challenges and handling strategies of EFL teachers in implementing textbook tasks in their classroom practice. Based on data collected from six participants with varying levels of teaching experience, this study identifies key challenges in using textbook tasks, including the need for professional development needs, pedagogical limitations, cultural mismatches, time constraints as well as student-related challenges. However, the teachers use different strategies to accommodate for the textbook limitations, like modifying tasks, simplifying content, reordering activities, and incorporating supplementary materials. The study also reveals the need for effective teacher development programs, professional development activities, and support systems for teachers in order to overcome these challenges. The results of the study indicate that the process of professional development of teachers, the availability of the systems that facilitating the learning process are crucial in supporting the teachers to overcome the limitations of the textbooks and provide the students with meaningful and appropriate learning experiences.

EFL STUDENTS’ CHALLENGES IN WRITING VSTEP ESSAYS

Trinh Quoc Lap, Kieu Vu Luan, Luu Hoang Tan, Ngo Huynh Hong Nga and Le Cong Tuan — 2026-01-31

This paper reports the results of a study on the challenges Vietnamese Englishmajor students face in academic writing. The study investigated students’ problems, especially with writing discussion essays in the Vietnamese Standardization Test of English Proficiency (VSTEP), and the internal factors causing these problems. Both quantitative and qualitative methods were used in this study. The participants’ writing performance (n = 40) was examined against four criteria of the VSTEP writing test: task fulfillment, organization, vocabulary, and grammar. The internal factors causing writing problems were identified through semi-structured interviews with five students. The results indicated that the participants struggled most with organizing ideas, task fulfillment, and lexical employment. The least challenging criterion was grammar. In addition, four key factors were found to be the sources of writing problems: limited background knowledge, lack of writing practice, high writing anxiety, and low motivation. The study also suggests pedagogical implications for improving the quality of teaching and learning academic writing in Vietnam and similar contexts.

AI APPLICATION FOR LEARNING EXPERIENCE PERSONALISATION IN TEACHING VIETNAMESE LITERATURE IN SECONDARY GRADES: A CASE STUDY

Tran Hoai Phuong and Pham Le Thuc Anh — 2026-01-31

The rise of artificial intelligence (AI) in education has transformed how educators approach teaching and learning. With the increasing focus on personalized learning, AI technologies have emerged as powerful tools to tailor educational experiences to individual students. In literature education, particularly in teaching Vietnamese literature in secondary schools, AI has the potential to revolutionize traditional pedagogical approaches by providing personalized support, feedback, and learning paths. This paper analyses the concept and impact of personalized learning pathways, explores the application of AI, and presents a case study of AI integration in personalizing the learning pathways in teaching writing for secondary school students in Hanoi. The research results emphasize that AI can effectively support students' writing activities in certain steps; at the same time, the students also provided feedback on the strengths and limitations of AI based on their application. The research findings provide a concrete example and potentially inspire other studies in this area.

DESIGNING DIGITAL RESOURCES TO SUPPORT HISTORY EDUCATION ON THE TOPIC OF WAR AND PEACE IN THE 20TH CENTURY

Dang Thi Thuy Dung and Chu Ngoc Quynh — 2026-01-31

In recent years, the development of digital resources in education has become increasingly common. This trend reflects a growing need for easily-accessible learning materials for teachers and learners. This study, through a review of national and international literature and surveys of practical needs, aims to propose a process for designing and utilizing digital resources in History education at the secondary school level in Vietnam. Key findings include an analysis of theoretical perspectives, the current state of digital resource usage, and recommendations for standardized procedures and strategies to enhance teaching, learning and assessment activities. The study specifically focuses on “War and Peace in the 20th Century,” a new topic in the 11th-grade History curriculum, which requires students to synthesize knowledge about global conflicts in the 20th century. The study's feasibility was examined through experiments with 11th-grade students at several upper secondary schools in Vietnam. The use of digital resources helps students develop both general and subjectspecific competencies, contributing to improvements in the effectiveness of History education in the country.

FACTORS INFLUENCING STUDENT SATISFACTION WITH ACADEMIC ADVISING AT HANOI NATIONAL UNIVERSITY OF EDUCATION

Tieu Thị My Hong — 2026-01-31

Vietnamese higher education is undergoing significant reforms, with academic advising (AAD) increasingly recognized as a key factor in enhancing institutional training quality. This study investigates student satisfaction with AAD at Hanoi National University of Education and identifies influencing factors. Using a quantitative approach, data were collected from 500 students via validated survey instruments. Findings indicate that overall student satisfaction with AAD is relatively high. The regression analysis reveals three statistically significant predictors of satisfaction: advisor empathy, trust-building capacity, and the quality of facilities. In contrast, information accuracy and timely support were not significant. Based on these findings, the study recommends a shift toward a developmental advising model that prioritizes personalization, socio-emotional support, and meaningful advisor–student interaction in the context of modern higher education.

FACTORS INFLUENCING PRE-SERVICE PRIMARY TEACHERS’ READINESS TO USE ARTIFICIAL INTELLIGENCE IN LESSON PLANNING

Pham Viet Quynh — 2026-01-31

This study examines factors influencing pre-service primary teachers’ willingness to use AI in lesson planning, as they are expected to lead technology integration in the classroom. Grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT), the Technology Acceptance Model (TAM), the Theory of Planned Behavior (TPB), and the Technological Pedagogical Content Knowledge (TPACK) framework, a survey instrument with six components was developed and administered to 468 pre-service teachers at Hanoi Metropolitan University. Data were analyzed using exploratory factor analysis (EFA) in SPSS. Six key factors emerged: (1) expected effectiveness of AI in supporting lesson planning; (2) awareness and attitudes toward using AI in lesson planning; (3) AI-related skills in lesson design; (4) support from lecturers and the institution; (5) technological infrastructure and learning environment; and (6) ethical and legal understanding of AI in education. Among these, Performance Expectancy and AI-related Skills were the strongest predictors, aligning with TAM and UTAUT, while institutional support, infrastructure, and ethical awareness provided essential enabling conditions. The findings confirm classic technology adoption models while highlighting new requirements in teacher training under digital transformation. Practically, the study suggests integrating AI content into curricula, offering hands-on activities with modern AI tools, improving infrastructure, and enhancing faculty capacity.

SCALING BLENDED APPROACHES IN TEACHER PROFESSIONAL DEVELOPMENT: A MODEL FOR EMPOWERING TEACHERS IN UNDERRESOURCED CONTEXTS

Nguyen Phuong Thao — 2026-01-31

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.

NARRATIVE SKILLS EDUCATION FOR PRESCHOOL CHILDREN IN VIETNAMESE PRESCHOOL CURRICULUM

Vu Kieu Anh, Pham Thi Ben and Bui Thi Lam — 2026-01-31

Narrative skills in preschool children are important because they form the foundation for later reading and writing development. The early childhood education curriculum functions as the main framework guiding teachers’ pedagogical practice; therefore, the content it presents provides essential orientation for the design and implementation of classroom activities. This article analyses how narrative skill education is manifested in the current early childhood education curriculum. Using a mixed-method approach, the study finds that narrative skills are only indirectly referenced in the present curriculum in Viet Nam. Their manifestations appear unevenly across developmental domains, with the language development and cognitive development domains showing the highest frequency. Moreover, indicators of narrative production (event presentation) occur more often than those of narrative comprehension. These findings provide a basis for proposing educational measures to develop narrative skills in preschool children within the existing framework, as well as for recommending future curriculum adjustments.

FACTORS INFLUENCING PRESCHOOL TEACHERS' BEHAVIORAL INTENTIONS TO USE AI FOR SUPPORTING CHILDREN WITH SPEECH DELAYS: A STRUCTURAL EQUATION MODELING APPROACH

Dinh Thanh Tuyen and Pham Minh Hoa — 2026-01-31

This study explores the factors influencing preschool teachers' behavioral intentions to use artificial intelligence (AI) to support children with speech delays. Grounded in the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), the research analyzes factors such as performance expectancy, effort expectancy, social influence, facilitating conditions, attitude toward technology, and difficulty in adapting to new technology. To this end, 355 preschool teachers were surveyed. The findings reveal that social influence, effort expectancy, and concerns about losing direct interaction have the most significant impact on teachers' behavioral intentions. In contrast, performance expectancy does not have a significant effect on the intention to use AI. This study sheds light on the drivers and barriers to AI adoption in early childhood education, with implications for supporting children with speech delays.

DEVELOPING COMMUNICATION SKILLS FOR 5-6-YEAR-OLD CHILDREN WITH AUTISM SPECTRUM DISORDER THROUGH PROJECT-BASED LEARNING: A CASE STUDY

Phan Thi Hang, Nguyen Thi Minh and Du Thong Nhat — 2026-01-31

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.

APPLICATION OF MULTIMEDIA PRODUCTS IN FAMILY VALUES EDUCATION FOR ETHNIC MINORITY YOUTH IN GIA LAI PROVINCE AT PRESENT

Nguyen Dieu Linh, Truong Thi Kim Ngan and Tran Thi Phi Hang — 2026-01-31

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.

ORGANIZATION AND ACTIVITIES OF PROFESSIONAL GROUP AT HIGH SCHOOLS IN TUYEN QUANG PROVINCE

Nguyen Minh Anh Tuan — 2026-01-31

Professional teams (PG) are an important componente of general schools, playing a role in promoting professional activities to contribute to improving the quality of education, especially in the context of educational innovation and implementation of the current 2018 General Education Program. The study aims to assess the current status of professional team activities at high schools in Tuyen Quang province. Data was collected from 132 managers and teachers through a questionnaire. The results show that the majority of managers and teachers are aware of the role of PG; school leaders are interested in directing PG activities; fully implementing policies related to the teams of leaders and deputy leaders; PG activities are diverse, ties are diverse, disciplined and closely follow the instructions of the managements. However, PG activities still face some difficulties such as untimely directive documents, limited operating budget, and inadequate activity organization skills. This study has contributed to identifying the strengths and existing problems in PG activities at high schools in the area, which is the basis for proposing solutions to improve the quality of PG activities in accordance with the requirements of educational innovation.

ORGANISING THE TEACHING OF FINANCIAL ELEMENTS IN UPPER-SECONDARY MATHEMATICS THROUGH MATHEMATICAL MODELLING ACTIVITIES

Nguyen Tien Dat — 2026-01-31

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.

EXPLORING THE TREND OF EXPERIENTIAL LEARNING IN HIGH SCHOOL: A BIBLIOMETRIC ANALYSIS IN SCOPUS DATABASE

Le Ngoc Son and Nguyen Phuong Chi — 2026-01-31

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.

DEVELOPING A SIMULATION TOOL FOR MAZE-SOLVING ROBOT PROGRAMMING USING PYTHON

Nguyen Trung Khanh and Le Xuan Hien — 2026-01-31

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 Pythonbased 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.

DEVELOPING SELF-LEARNING COMPETENCE FOR CHEMISTRY PEDAGOGY STUDENTS THROUGH THE USE OF DIGITAL LEARNING MATERIALS IN THE COURSE ON DESIGNING CHEMISTRY TEACHING PLANS

Luu Thi Luong Yen, Nguyen Mau Duc and Nguyen Van Thinh — 2026-01-31

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.

DEVELOPING GRADE 6 STUDENTS’ COMPETENCE TO APPLY KNOWLEDGE AND SKILLS THROUGH STEM-BASED INSTRUCTION: A CASE STUDY ON THE TOPIC “ENERGY AND ITS TRANSFORMATION”

Nguyen Truong Giang, Nguyen Mai Chi and Tran Trung Ninh — 2026-01-31

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.

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

Nguyen Mau Hoang Quan, Phan Thi Thanh Hoi and Bui Thi Lan Anh — 2026-01-31

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-anddrop, illustrating a practical pathway for embedding competence-based assessment into science education to more effectively evaluate and promote advanced levels of student thinking.