DEVELOPING A COMPETENCY FRAMEWORK FOR VIETNAMESE LECTURERS IN THE CONTEXT OF DIGITAL TRANSFORMATION

Abstract

Digital transformation has underscored the urgent need for a comprehensive competency framework for Vietnamese university lecturers. This study employs a theoretical research methodology combining expert consultation, a literature review, and the analysis of established theoretical models develop a contextually grounded framework. The proposed framework comprises five core domains: (1) professional and pedagogical competence, (2) technology application, (3) instructional organization and management, (4) assessment and feedback practices, and (5) digital professional development. The findings emphasize the dynamic interplay between subject-matter expertise, pedagogical proficiency, digital literacy, and the capacity for adaptability and innovation within digitally mediated educational environments. This study provides a scientific foundation for higher education institutions in Vietnam to design lecturer training, professional development evaluation programs, thereby enhancing teaching quality and advancing the objectives of sustainable development in the digital era.