GLOBAL COMPETENCE AMONG TEACHERS AND SCHOOL MANAGERS IN VIETNAM: AWARENESS, READINESS, CHALLENGES AND PROFESSIONAL PRACTICE

Abstract

Global competence is increasingly regarded as an essential competence for teachers and educational administrators in the context of international integration. This study investigates the levels of awareness, readiness, challenges and the application of global competence in the professional practices of teachers and school managers in Vietnam. Data were collected through a questionnaire-based survey involving 286 participants. The findings indicate that participants generally demonstrated moderate to high levels of awareness and readiness, particularly in recognizing the importance of intercultural education. However, the implementation of global competence continues to face several challenges, including limited foreign language proficiency, time constraints, complex administrative regulations and insufficient institutional support. In professional practice, the use of technology to integrate global elements was more prevalent than direct collaboration with international partners. Based on these findings, the study highlights the need to integrate global competence into professional development programs for teachers and educational administrators to enhance the effectiveness of implementation.