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A comprehensive educational framework is provided by the Conceive-Design-Implement-Operate (CDIO) which is particularly relevant to engineering and applied sciences. This paper investigates the application of the CDIO approach in the field of chemistry pedagogy in Vietnam focusing on its adaptability to the current educational demands and its potential to enhance the competency of future teachers. The CDIO approach develops training curricula and outputstandards based on input from teachers,students, alumni and recruitment firms. This study uses the CDIO approach extensively with professional knowledge, social awareness and creative tendencies. The study involved a survey of 240 chemistry teachers and 242 students from various universities across Vietnam. Data were collected through online surveys using Google Forms and processed using SPSS software for statistical analysis. The research analyzed the alignment of practical teaching activities with CDIO standards and developed a framework for experimental practice competency. Findings indicated a robust implementation of the CDIO approach in chemistry pedagogy. In laboratory safety, experimental planning, execution and competence were high. The study shows that the CDIO strategy enhances professional competence and practical abilities in Vietnamese chemistry pedagogy students. It promotes collaboration and personal growth to meet changing educational needs. The CDIO approach could transform chemistry pedagogy in Vietnam suggesting science education reforms and capacity building.

This study proposed a three-step writing conference in which foreign/second language (L2) students, under the guidance of their writing instructor, first fastened their attentional focus on a form-related error, analysed a collection of standard L2 samples to deduce the underlying knowledge, and then planned for their error correction as well as future learning of this knowledge. The ultimate goal of this formative assessment practice was to scaffold student engagement with written corrective feedback (WCF). Using a between-group experiment design, the present study compared the effects on the success rate of error correction and L2 uptake of the above writing conference (n = 14) against those brought about by a typical Teacher-Student (n = 12) and a typical Student-Student one (n = 12). Research participants were 38 intermediate learners of English as a Foreign Language (EFL) recruited from three intact classes at a language-learning center in Vietnam. The suggested writing conference was indeed found to yield better error correction and L2 uptake than the other counterparts. A closer look at the students' mental engagement with WCF revealed that such engagement was moderately correlated with their L2 uptake. These findings altogether suggest that student engagement with WCF should not be taken for granted or, in other words, this engagement should be contingently supported by the writing instructor in order to foster learning from WCF.

Flipped classroom is one of the teaching models that swaps students' learning space between learning in and before class. GeoGebra software is a dynamic math software that positively affects math teaching, especially geometry, and develops students' problem-solving abilities. The study was conducted to test the effect of combining flipped classrooms and GeoGebra in teaching math on students' outcomes, learning attitudes and problem-solving abilities. This study involved 74 students in 7th grade, including 37 students in the experimental group and 37 in the control group. Results from qualitative and quantitative data of pre-tests, post-tests, classroom observations and surveys show that students in the experimental group who learned with flipped classroom and GeoGebra have better problem-solving ability, results and learning attitudes. Specifically, with the significance level [alpha] = 0.05 and degrees of freedom df = 72, the observed significance level (Sig. 2-tailed) is 0.010, an independent samples t-test of two groups in post-test indicates that the results of the experimental group were significantly higher than that of the control group. Besides, with the significance level [alpha] = 0.05, the observed significance level (Sig. 2-tailed) is 0.000, and the paired t-test results reveal that the experimental group has a higher mean score in the post-test. The influence level (ES) is close to 0.64, showing that the combination of the flipped classroom and GeoGebra in the teaching of this study has a positive impact on learning outcomes and students' problem-solving ability. On the other hand, the student survey results are observed that students have a positive learning attitude toward this teaching process. In addition to the obtained results, the study also points out the remaining limitations and proposes new research directions.

Cyberbullying is a form of violence that has been present in schools for a long time and negatively impacts the mental health of students. Different countries have different strategies for avoiding cyberbullying. However, research on school-based cyberbullying prevention is limited in Southeast Asian developing countries. This study aims to explore the current implementation of school-based cyberbullying prevention in public schools in a developing country. The framework of prevention programs is based on three aspects: (1) Developing curricula on how to behave when being a victim of cyberbullying. (2) Strengthening the students' skills to deal with cyberbullying. (3) Promulgating specific provisions in the legal document on handling cyberbullying. School-based cyberbullying prevention among students in public schools is currently a research gap because of the limitations in the management of students using the internet and educational policies. This is a cross-sectional study that surveyed 400 participants who are Vietnamese teachers, administrators and school psychologists. The results show that the limitations ofschool-based cyberbullying prevention for Vietnamese students include professional knowledge, practical experience and personnel in charge of this work. This constraint has resulted in an upsurge in incidents of cyberbullying in Vietnam. The findings add to the important evidence on cyberbullying prevention in a developing country that is working to research and develop an appropriate school-based cyberbullying prevention strategy.

At a meso level, families have shown an imperative role in language policy in general and language education in particular. Predicated on the theories of family language policy and a transdisciplinary framework for L2 development, this study was undertaken to explore what three generations of a family did with the foreign languages they had learned in order to build and maintain their multilingual family. Data was gathered through informal interviews with the family members as well as field notes taken by the principal researcher during each visit to the family. The findings indicate that the members conformed to the prevalent discourses of L2 learning in mainstream education. They had specific strategies to sustain 'old-fashioned' L2s while simultaneously demonstrating their complete openness to emergent L2s. Of acute significance in research results is their interaction with L2s in multiple ways of learning and the system of values and ideologies they associated with the L2s in the monolingual context of Vietnam. The study offers implications for family stakeholders' engagement in the policy, research, and practice of language education.

We conducted an experiment to determine the impact of short-term pressure on 1,228 Grade 8 students' outcomes when performing simple math exercises. We required all students to complete 100 simple math questions for 90 seconds. We analysed students' results and then divided them into three groups: (i) a control group who did nothing; (ii) a group who performed an easy task; and (iii) a group who performed a difficult task. Finally, we required all students to solve another 100 simple math questions in 90 seconds and used a Bayesian model to compare the results of the three groups. We discovered that students who successfully solved complex tasks received higher outcomes within short periods than those who succeeded in the easy task. However, students who failed to solve either the easy or the problematic tasks received lower results than those who did nothing between the two attempts. Also, we found no differences between the results of male and female students. The findings shed further light on the Yerkes-Dodson law about the influence of stress and distress on students' performances.

Research shows that meaning-focused reading offers opportunities for incidental grammar acquisition. However, the number of such studies remains limited and none have examined the role of both in-text encounters with grammar structures and reading comprehension in this learning. The present study filled these gaps. Employing a between-group, pretest-posttest-delayed-posttest experiment, this study examined to what extent four groups of English-as-a-Foreign-Language adult learners (n = 132) in Vietnam learnt two specific grammar structures through meaning-focused reading in which they encountered these structures four, six, eight, or ten times. A control group (n = 30) was also added to this experiment to gauge test-taking effects. Grammar gain was measured by a self-report grammar-knowledge scale, while content comprehension by a topic-matching task. All treatment groups were found to make sizeable grammar gains, especially after six encounters with the structures. Reading comprehension could also predict the learning gains. These findings offer various useful pedagogical implications.

Under the tendency of the marketisation of tertiary education, universities/colleges and governments across the world have increasingly regarded international education as an education services export sector. Vietnam has always been regarded as a country of importing rather than exporting international education. Nevertheless, more and more evidence shows that Vietnamese tertiary education institutions are increasingly successful in recruiting international students. To gain further insight into international students in Vietnam, we conducted a survey with 49 tertiary education institutions in Vietnam. Our findings reveal that while most full-time international students in Vietnam are intra-regional (i.e., coming from Asian countries), short-time international students are both intra-regional and extra-regional. Using a Bayesian analysis as a method, we found that, first, the main concerns of international students in Vietnam do not revolve around academic-related factors; and second, the success of Vietnamese tertiary education institutions in attracting international students was mainly associated with operation-related factors.

Purpose: The emergence of artificial intelligence technologies, like ChatGPT, has taken the world by storm, particularly in the education sector. This study aims to adopt the unified theory of acceptance and use of technology to explore how effort expectancy (EEC) and performance expectancy (PEE) individually, jointly, congruently and incongruently affect higher education students' intentions and actual uses of ChatGPT for their learning. Design/methodology/approach: An advanced methodology--polynomial regression with response surface analysis--and a sample of 1,461 higher education students recruited in Vietnam through three-phase stratified random sampling approach were adopted to test developed hypotheses. Findings: Both EEC and PEE were found to have a direct positive impact on the likelihood of higher education students' intention to use ChatGPT, which in turn promotes them actually use this tool for learning purposes. Conversely, a large incongruence between EEC and PEE will lower the level of intentions and actual uses of ChatGPT for learning. However, when there is a growing incongruence between EEC and PEE, either in a positive or negative direction, the likelihood of students' intentions to use ChatGPT for learning decreases. Practical implications: Some practical implications are subsequently recommended to obtain advantages and address potential threats arising from the implementation of this novel technology in the education context. Originality/value: This study shed the new light on the educational setting by testing how higher education students' intentions to use ChatGPT and subsequent actual uses of ChatGPT are synthesized from the balance between high EEC and PEE.

The discourse that revolves around the Fourth Industrial Revolution in Vietnam has witnessed participation from policy makers, business circles, and academics. This study sought to explore the future of Vietnamese workforce's awareness and competencies in meeting labour market needs in the Fourth Industrial Revolution. To capture these awareness and competencies, the study used the mixed method. Questionnaires were initially conducted with 800 third- and fourth-year students who were studying in four fields: social sciences and humanities, science and technology, natural sciences, and finance and banking in public and private universities in Ho Chi Minh City. Thirty lecturers and managers from private and state-owned enterprises were then invited to participate in interviews to gain a multidimensional perspective. Analyses showed the large proportion of students had heard of the Fourth Industrial Revolution primarily from the media, which led to a difference in both awareness and behaviour towards the Fourth Industrial Revolution. The survey students had a positive outlook on employment trends, but felt doubtful and diffident about job-seeking after graduation. From a multidimensional perspective, the study also pointed out obsolete knowledge, traditional teaching, and the shortage of connection between universities and enterprises. The present study provided significant implications for higher educational institutions in the development of future training programmes to prepare the future workforce for the digital economy.

The teaching method is one of the main aspects to make a huge contribution to the success of any education system, and project-based teaching (PBL) is an important aspect to contribute to the success of education also. This research was conducted through a review of project-based teaching that has been used in the education system of Vietnam, including a sample, and setting that included imperial and theoretical literature selected from the fields of education. Findings show that this method has been applied to various sectors of education, from kindergarten education to higher education, in many disciplines and subjects, in schools and educational settings, and has become more widely popular than ever. This method, however, has its drawbacks because it takes time to master and teachers need more skills to manage the learning atmosphere. This method has been commonly accepted as one that can help teachers and learners understand more and get more benefits in the learning and teaching process.

This study presented the theoretical model applied to the research design with descriptions of the overall sample, survey sample, research location, etc. The main contents of the design and research organization and the results obtained in theory have been applied in practice. The results have fully met the scientific and technical requirements of the research nature of the major Measure and Evaluate in education. At the same time, the results obtained from this article hope to help standardize the toolkit to assess the influence of the accreditation of higher education institutions in general and the pedagogical training program in Vietnam, which is convenient, accurate and objective.

Vietnam is in the process of implementing education reforms in which teachers play a crucial role in determining success. This study aims to identify the main factors influencing the perception of happiness at work of Vietnamese teachers during the period of educational reform. In any period, teachers are always considered as being the force behind the success of education. Therefore, teachers' happiness is the most vital factor to be taken into consideration when educating students. Identifying the factors that affect teachers' happiness at work is the key to improving their teaching quality and quality of life. This study was conducted to investigate the factors affecting the perceived happiness of secondary school teachers in Vietnam today, thereby objectively assessing the emotional status of teachers in Vietnam in relation to the work they are doing. The results are as follows: 1) Teachers face a lot of pressure from many sides; 2) There is still a large percentage of teachers who do not really attach importance to the teaching profession; 3) State policies have not helped teachers feel secure in their professional activities; 4) Teacher capacity still needs to be greatly improved; 5) It is necessary to strengthen the connection between teachers, educational leaders, policy makers, school administrators and colleagues. This study uses descriptive statistics to present the research results. The survey was carried out in September 2021.

How teachers perform and react to the world-wide pandemic and how the epidemic affects an education system may also be used as new conditions to consider the way to enhance SDG4 in developing countries. Regarding that concern, this study investigated 294 teachers' perspective on their teaching effectiveness and satisfaction during COVID-19. The findings underlined the significant roles of support from various stakeholders, school readiness toward digital transformation, and teachers' anxiety over teacher satisfaction. Notably, teachers' newly absorbed technological and pedagogical skills do elevate their teaching effectiveness but do not lead to higher satisfaction during the pandemic.

The outbreak of the COVID-19 pandemic has strongly influenced teaching and learning in Vietnam's higher education institutions. Social distancing -- the health care practice of increasing the physical space between people to avoid spreading illness due to COVID-19 has required schools to employ distance learning. As such, video conferencing tools (VCTs) have been used nationwide to ensure effective responses to the requirement. Although teaching and learning with VCTs have been proven effective by many researchers, it is not clear what benefits and challenges they bring to higher education in Vietnam, especially with respect to students' acceptance to the classroom uses of technology in the time of unexpected events. This study aims to address this gap by examining external factors that affected students' acceptance of VCTs during the COVID pandemic. Data were collected online from university students between April 14, 2020 and April 23, 2020. After this period, the research group received 294 records, in which 227 were analyzed using an extended Technology Acceptance Model (TAM) and Structural Equation Modeling (SEM). The result indicated that external factors such as subject norm and computer playfulness had a significant impact on most TAM constructs. Furthermore, output quality was found to have a positive influence on students' perceived usefulness in the acceptance of VCTs in distance learning.

This paper investigates an emerging professional role transformation in Vietnamese universities, whereby English language teaching (ELT) lecturers transform themselves into English medium instruction (EMI) lecturers in a discipline new to them. Through interviews with five ELT/EMI lecturers working in separate universities and different disciplines, the study investigates reasons for their decision to engage in such professional mobility, their role transformation experience, and its implications for educational quality. We argue that participants' move into EMI was shaped by the strategic imperative for higher education internationalisation, and the mistaken belief that EMI alone can achieve the English language development students require for academic success. It is also argued that the transformation option made available to the participants was not the best use of their skills, and that a profound change of perspective is needed at the institutional level to most effectively use the strengths of ELT lecturers to support educational quality.

As a developing countries, Vietnam has been facing a myriad of challenges in various aspects during the COVID-19 pandemic. Educational sector is not an exception as it is currently suffering the heavy consequences of the constant disruptions stemming from the switching to online learning. This study was conducted with the aim of surveying and evaluating the views of students of the Faculty of Medicine at Nguyen Tat Thanh University on the influence of online learning on learning quality. Using data from survey questionnaires, the results show that the online learning has impacted different learning aspects of students such as: time management, online satisfaction, training problems. At the same time, the study also recognizes the contributions of students in improving the quality of online teaching of Nguyen Tat Thanh University.

The article mentions the impact of the Coronavirus disease (COVID-19) pandemic on online learning in Vietnamese higher education in 2020. This is a qualitative case study, by using in-depth interviews to explore the changes in the perception, methods, and orientation of online learning of students and lecturers at a key pedagogical university when experiencing the three COVID-19 outbreaks in Vietnam. The findings show that the COVID-19 pandemic has a positive impact on the developmental orientation of online learning at the Vietnamese higher education level. Even though at the time of an outbreak, opposition and dissatisfaction with online learning occurred; but through the three outbreaks, together with the efforts of lecturers and students, online learning in Vietnam has recorded remarkable achievements. This is a prerequisite for the development of online education and the innovation of digital technology in education.

The initial period of young teachers' careers is always significant in developing their professional capability. This is when teachers start coming into contact with practical teaching, which is more diversified than the theoretical training at the University. In this research, the authors propose a process of combining the Lesson Study model with the micro-lesson teaching method. This process helps young teachers, especially those working in the Northern of Vietnam, improve their planning and implementation of a lesson plan following the Lesson Study model. It has four steps: (1) plan a Lesson Study; (2) organize demo teaching and attend lessons; (3) self-evaluate and discuss lessons; and (4) apply for practical teaching. The methodology research is carried out on 62 young teachers in Vietnam to measure the pre-impact and post-impact results. The results reveal that the researched group has made significant progress on their teaching performances (the average points for their capability of planning lessons have increased from 2.54 to 3.28 and the average points for their capability of implementing lesson plans have increased from 2.48 to 3.18). This development can be considered as an excellent experience to bring the Lesson Study model into Vietnamese schools to improve teaching sustainably.

One of the challenges to Vietnamese education has been the schooling inequality between students of the ethnic majority and those of ethnic minorities. This paper, therefore, reports on research that explored the challenges to educational equity for ethnic minority students in Vietnam from stakeholders at the lowest levels. Data were collected from interviews with teachers, school principals, an educational leader and the researchers' notes of field trips to ethnic minority villages. The findings indicate the challenges lie in the inadequate preparation of teachers for teaching ethnic minority students and the students' language barriers. Beyond the school setting, ethnic minority students' schooling opportunities were hindered by the ethnocentric attitude of the ethnic majority towards their learning capacity. Political and economic constraints in local communities also prevented ethnic minority students from accessing high-level education. Recommendations for promoting educational equity for ethnic minority students in Vietnam and other similar contexts were discussed.

Given the role of languages in disseminating knowledge, this study explored the positioning of Vietnamese researchers in relation to the foreign language they used for research. Data were collected from semi-structured interviews with six participants who were researchers in social sciences. Findings revealed that senior researchers positioned Russian and French as an ebbing tradition while the mid-career researcher considered Chinese providing less access to research. In contrast, early-career academics saw English as bringing great opportunities to their career despite expressing their anxiety about their proficiency in using English for publication. We argue that although disseminating knowledge in English amongst younger generation researchers is important, senior researchers in educational systems influenced by multiple languages should still be encouraged to capitalise on their existing multilingual capacity, using their preferable foreign languages to disseminate knowledge globally. Instead of solely conforming to the hegemony of English, policies and practices of research should consider multilingual sources in policymaking process.

This paper reports the results of a qualitative study that explores the perspectives of one group of parents on English language teachers' identity and practice in primary schools in Vietnam. Grounded in mixed identity theories (self and others), this study uses in-depth interviews to reveal how these parents position English language teachers and teaching in these schools. The results suggest that two discourses underpin a hierarchical relationship between different primary school English language teachers, which, in turn, establishes and perpetuates a deficit view of those identified as 'Vietnamese teachers' of English. It is argued that calls for greater community involvement in language education policy must be accompanied by opportunities for all stakeholders to discover and critically examine the discourses that underpin their positioning of language teaching and teachers. Implications for designing and implementing language education policy to achieve such problematisation in practice are discussed and suggestions for future.

Culturally Responsive Teaching (CRT) is a schooling practice catering to students of diverse backgrounds rather than the majority group in mainstream society. Thus, it has been acknowledged as a contribution to lessening educational disparities. In Vietnam, despite the ethnic diversity of students in the school system, teachers tend to be educated to teach in response to mainstream education established by the majority group. Based on the framework of teacher agency in combination with CRT, the current study aimed to explore how teachers learned to teach ethnic minority students appropriately. Data were collected from in-depth interviews with teachers in combination with supplementary sources, including interviews with educational leaders, documents, field notes, and lesson plans. The findings demonstrated that the teachers had neither prior experience nor initial teacher education for teaching ethnically diverse students. However, by autonomously engaging in ethnic minority communities, the teachers explored indigenous cultures and local life as well as raised their awareness of language barriers that impacted on students' schooling. Based on their perceptions and field experiences, the teachers constructed pedagogical practices inclusive of ethnic minority students' characteristics and learning cultures. The study discusses implications for teacher preparation for CRT in Vietnam and other similar contexts.

Purpose: The main purpose of this study was to validate the Dimensions of Learning Organization Questionnaire (DLOQ) in a Vietnamese context. Using the DLOQ as a research tool, this study also investigated the impact of demographic features on participants' perceptions of learning organizations (LOs). Design/methodology/approach: Data were collected from 748 valid responses to a version of the DLOQ translated into Vietnamese. Cronbach's alpha and confirmatory factor analysis were used to test the reliable internal consistency and validity of the DLOQ in a Vietnamese context. Then, one-way ANOVA analyses and independent sample "t"-tests were used to assess the differences produced by the characteristics of respondents and their enterprises. Findings: The results of this study show that three versions of the DLOQ are applicable to a Vietnamese context. The findings of this study also suggest that several demographic features produced significant differences in respondents' perceptions of organizational learning. Research limitations/implications: There are several limitations of this study. First, this study used self-reporting, and individual perspectives of questions can bring about perception bias. Also, the length of the original version of the DLOQ (i.e. 43 questions) might impact the results, because of participants' lack of patience and focus. In addition, various levels of organizational learning may cause some confusion, leading to misinterpretation. Finally, the overrepresentation of large state-owned enterprises in the service industry in the sample may have caused bias when interpreting the results. Future research should be conducted to further validate and extend the findings of this study for small- and medium-sized enterprises, which account for 98% of businesses in Vietnam. It is strongly suggested that scholars use the validated Vietnamese DLOQ to measure the impacts of learning culture on learning-related results in Vietnam, such as individual/team/organizational performance, staff satisfaction and so on. Finally, future research should consider making appropriate study designs to collect and analyze data from various resources and not be limited to self-reported questionnaires. This would minimize common method bias. Practical implications: Application of the DLOQ provides valuable insights and understanding for use in designing and evaluating efforts to learn at all levels in Vietnamese enterprises. Social implications: Regarding designing, adjusting and implementing strategies to boost the learning capacity of an organization, the findings of this study also imply that business leaders and practitioners in Vietnamese enterprises can build strategies for enhancing LO culture without biases stemming from gender or management level. However, education level and work experience should be considered critical features that could impact the effectiveness of such strategies. Also, understanding and applying the DLOQ when building LOs will promote Vietnamese businesses' competitiveness and international integration. Originality/value: Using statistical results, this study confirmed that a rigorously translated Vietnamese version of the DLOQ produced reliable measurement scores with a construct validity sufficient to measure LOs in a Vietnamese context.

The purpose of this study is to investigate how Vietnam, Malaysia and Nigeria quality assurance agencies operate towards ensuring quality in higher education institutions. Quality assurance systems was investigated with respect to social demands and it was compared based on the key concepts: autonomy, accountability and improvement. The study relied on qualitative document analysis methods and was conducted on relevant higher education and policy, quality assurance systems of Viet Nam Ministry Education and Training, quality assurance of National Universities Commission, National Board for Technical Education of Nigeria and Malaysian Qualification Agency respectively and their challenges were assessed and compared. There are deals of convergence between Quality Assurance systems of Viet Nam, Malaysia and Nigeria. Viet Nam and Malaysia has a single Quality Assurance system while Nigeria has multi Quality Assurance systems. In all three countries' Quality Assurance systems made achievements in terms of autonomy, accountability and improvement. In Vietnam, Vietnamese Qualification Agency: internal Quality Assurance is embedded within an accreditation system, but still requires a recognition external quality assurance agency. In Malaysia, Malaysian Qualification Agency: internal Quality Assurance is embedded within accreditation system and reduced the involvement of external Quality Assurance agency. In Nigeria, the National Universities Commission, National Board for Technical Education and National Commission for Colleges of Education of Nigeria provides guidelines for higher education institutions to assist build their internal Quality Assurance. Vietnam and Malaysia Quality Assurance experienced accountability being demonstrated for continuous improvement while Nigeria Quality Assurance accountability is seen with invisible improvement due to challenges associated with the quality frameworks. The study gives appreciated vision into Quality Assurance systems and frameworks of higher education institutions and how Quality Assurance responds to the social demands of stakeholders.

According to General Statistics Office of Vietnam on 30th September, 2017, Vietnam has 858,800 teachers, and among those, 615,720 people were female (occupied 71.7%). It can be seen that female teachers made up a big percentage in the education sector. Besides, STEM education is soaring as a new approach in training with prominent advantages, such as: theories embedded in actual practices, ability-oriented development, pressure reduction in studying… This is not only a trend but also a necessary element in new teaching modules at high school -- which will be implemented in academic year 2020-2021 in Vietnam. As a result, it is necessary to consider the gender factor in the process of training and developing teaching with STEM education. This paper will present the results from the research that took place from 2015 to 2018 within Thai Nguyen University of Education.

Since 2013, Vietnam has implemented a plan to reform the whole education sector. However, there is little understanding on the status of educational research in Vietnam, which may lay the foundation for such plan. Thus, this research aims to analyze the whole picture of educational research from Vietnam, as seen from the Clarivate Web of Science (WOS) database: 215 publications were recorded, ranging from 1991 to 2018. These 215 publications were further analyzed from five perspectives: 1) number of publications by year; 2) research fields and levels of education; 3) top institutions with the highest number of publications; 4) international collaboration; and 5) quality. Some of the most notable results are: 1) the educational sciences in Vietnam have been still under-developed until recently; 2) among different research topics research among educational sciences, some (e.g., Vocational Education and Training or Early Childhood Education) seemed to be overlooked whereas others (e.g., Higher Education and Teaching and Learning) seemed to receive more attention from educational scholars; 3) all the most major education -- specialized universities did not appear among the top five institutions with highest number of publications; 4) Australia, Thailand, the USA, New Zealand and China were the countries with the highest number of co-publications with Vietnamese researchers; and 5) The majority of publications belonged to low-ranked journals. Implications would be withdrawn for Vietnamese policymakers, education leaders, educational researchers and teachers in order to adjust their policies and/or action plans; thus, enhancing the performance and impacts of educational research in the future.

The correlation between the stress problems and the needs for high school students' stress counseling in Vietnam is an unspecified issue that deserves attention. This study was conducted to test the hypothesis that there was no correlation between the stress problems and the needs for counseling of high school students in Vietnam. Survey of 1,200 high school students in Vietnam from grades 6 to 12 with questionnaires, the results show that the mean score of stress problems in high school students is 2.67 - corresponding to moderate level. Different levels of learning and living conditions are encountered in different student's stress problems. The mean score for high school students' stress needs of counseling is 3.18 - corresponding to the optional level. Different levels of education have different needs for stress counseling. There is a strong correlation between high school students' problems and needs for stress counseling. The more problematic high school students experience in stress, the more they need to be counseled on this issue.

Domestic violence, separation and divorce are becoming increasingly common and leaving psychological traumas that are not easily healed for family members, especially for children in Vietnamese incomplete family. In this article, we identify the factors affecting the psychological trauma of children in the incomplete families by using Achenbach T. M's Children Behavior Checklist (CBCL). We design 2 experiments and 3 steps to filter the main factor affected the psychological trauma of children living in incomplete families. In results, we found out that up to 46.42% of children had psychological traumas when living in incomplete family with an extremely high level of 8.16% and an average of 57.14%. The results showed not only by living in incomplete family but also other factors such as the pressure from public opinion and community affected the children psychological trauma. It is necessary to minimize the effect of psychological trauma of children in Vietnamese families.

The self-awareness capacity has long been no stranger in the foreign education, but in Vietnam, self-awareness capacity has only been developed in education in recent years. The self-awareness capacity related problems among Vietnamese students have been exacerbated such as gender-based violence, gender bias, wrong career choices, disorientation and school counseling activities currently could not support this difficulty for students. Based on the theoretical framework of self-awareness capacity from previous studies in Vietnam and further developing the aspects of self-awareness by age, the questionnaire had been done to survey of 726 lower-secondary school students and 474 upper-secondary school students to find the situation of their self-awareness capacity problems, as well as the need for self-awareness capacity problems counseling. The results demonstrated a positive correlation between self-awareness capacity problems and students' need for self-awareness capacity problems counseling. In addition, identifying self-awareness capacity problems encountered by students helps us to develop a new school counseling model, as well as a process to counsel self-awareness capacity problems for students to enhance the self-awareness capacity and support school counseling activities effectively, also meeting the requirements of renewing the general curriculum in the students' capacity development orientation in Vietnam.

The teaching staff is one of the most significant factors determining the quality of education. Therefore, improving the quality of teaching staff is always considered by governments. The criteria of teacher competence, the basis for evaluating teachers as well as the basis for teachers to improve their capacity, is one of the factors to promote the quality of teachers. In the context of socio-economic changes and the need to comprehensively innovate education, Vietnam has issued new standards for teaching staff. With a documentary research approach, the study analysed the changes in criteria and capacity for general education teachers based on policy documents and explained the necessity of that criterion system for education in Vietnam in the current context. Along with the change in criteria and teacher capacity, approaches to teacher assessment and rating were also mentioned in this study. The results show that the criteria, methods of assessment, and grading of teachers are getting better. However, policy changes take time to successfully implement in practice and need to be consistent with other policies. Therefore, some recommendations on management, teacher training, and financial support were proposed for improving the quality of teaching staff.

Teacher professional development (TPD) plays a significant role in better school improvement and student achievements. Research on TPD shows that favorable workplace conditions greatly enhance teachers' teaching knowledge and practice. This research was conducted to find out what workplace conditions principals had created to promote TPD in four schools in a province in Vietnam. The study utilizes multiple-site case study design relating to principal leadership and TPD in those schools. The four key workplace conditions were identified in this study including collaboration, teacher empowerment, supervision and evaluation, and teachers' motivational strategies. Based on the findings, the study offers implications for both research and practice on principal leadership for TPD within and beyond the Vietnamese context.

This study examined whether the reading passages in the new series of English-language textbooks for high-school students in Vietnam fostered reading comprehension and incidental vocabulary acquisition through reading by looking at four factors: the number of unfamiliar words in the texts, the importance of these words for text comprehension, the usefulness of contextual clues for interpreting the meanings of these words, and the frequency of these words within and across the texts. Results showed that most of the reading passages were overloaded with novel words and few of these words were important for text comprehension. Rarely did these words reoccur in the texts and the chance for successful lexical inferencing was extremely slim due to the paucity of useful contextual clues. These findings provide useful implications for both second language (L2) instructors and textbook writers inside and outside of this context.

The current study explores how pre-service teachers of English as a foreign language in Vietnam developed their belief about social justice teaching through community field experiences in their teacher education programs. Participants of the study were a cohort of 38 pre-service teachers in a TESOL program in a Vietnamese university. Based on multiple sources of data, the findings indicate that community field experiences helped the cohort of pre-service teachers discover inequalities among families, geographical areas, and ethnic groups inherent in children's schooling opportunities and their access to English learning. The cohort therefore developed their belief about social justice teaching appropriate to the sociocultural context of Vietnam.

Higher education is given increasing recognition by national governments and international agencies throughout the world to become a crucial incentive for sustainable development goals. In the national development of intellectual force at present, the Vietnam policy of education and training, which is of great importance, is the decisive factor for the economic growth and social development as set out by the government. Therefore, the educational development is the responsibility of both the government and the society. It is now clear that the academic staff in higher education institutions is the core force, playing a decisive role in ensuring the quality of higher education as in the case of the International University -- Vietnam National University Ho Chi Minh City. The paper investigated the research studies by the university academic staff through their annual publications and the number of lecturers with Doctoral degrees and professorship. The results showed their research studies contributed to the development of the institution in particular, and at the same time predicted how much the stakeholders benefited from this in general. This study may contribute to developing the quality of higher education institutions regarding the promotion of international publications by the higher education faculties.

Purpose: The purpose of the current study was to examine normative nasalance values in Vietnamese adult speakers with Southern dialect and to investigate the effects of vowels and tones on . Previous studies examining nasalance have been mainly conducted with Indo-European languages. Limited information on nasalance is available in tone languages other than Chinese. Furthermore, tone and vowel effects on nasalance scores in tone languages have not been fully examined. Method: Nasalance scores of various speech stimuli including passages, syllables, and prolonged vowels were obtained from Vietnamese-speaking adults with Southern dialect (M[subscript age] = 23 years) using a nasometer (KayPENTAX 6450). Results: The average nasalance scores of Southern Vietnamese adult speakers were 24.16%, 38.17%, and 70.03% for the oral, oral-nasal, and nasal passages, respectively. Southern Vietnamese speakers produced the highest nasalance scores on the vowel /a/, followed by /i/ and /u/. Nasalance scores of stimuli produced with the falling and restricted tone were significantly lower than those produced with the other tones. Conclusions: The normative nasalance values of the current study will contribute as a reference index for the Vietnamese language. The effects of vowels and tones can also provide insight into the development of nasalance testing stimuli and for characterizing nasalance values across languages.

In Vietnam, nuclear physics is a fundamental part of the national curriculum for physics. However, due to a lack of experimental apparatus (detectors, radioactive sources, etc) at most of the schools, the majority of students do not have opportunities to experience the phenomena behind the concepts. Moreover, safety is another major concern when conducting experiments on radioactive materials. We have developed a system of remote-controlled detector which allows students and teachers to conduct radioactive experiments safely. The system is assembled from many accessible components with reasonable prices such as Geiger-Müller counter, Arduino board, distance sensor, Wi-Fi transceiver receiver model board and stepper motor, etc. These components are widely available in the market.

Set against a background of international concern about teacher stress and attrition, this paper reports the results of a qualitative study which investigated the experiences of one group of primary school English language teachers in Vietnam. Drawing upon positioning theory and Bakhtin's dialogism, results suggest that the professional positioning of these teachers takes place within a struggle for centripetal status between multiple discourses circulating within Vietnamese society. These results also indicate that this struggle results in emotional dissonance for many of the participants--reflected in feelings of stress, frustration, and sadness--which lead some to reconsider their long-term commitment to the teaching profession. Arguing that proposals for English language teacher professional development in Vietnam which are limited to enhancing teachers' linguistic proficiency and teaching competency do not adequately respond to the needs of these teachers, the paper sets out suggestions for supporting teachers of English to young learners in ways that address their emotional struggles. Suggestions for future research in Vietnam and other analogous settings are also considered.

Teaching and learning according to competency development focus on differentiated instruction and organizing activities for students to discover new information, practice skills and then apply knowledge to reality. Using active teaching method, in which enhancing experiences in learning is the significant trend of modern education. The article mentioned to the use of learning station method in elementary education in Vietnam. Based on the literature reviews of learning station method and competencies of elementary students, evaluation of the reality, and results of experiments, the author stated some proposals so that teachers and administrators can use learning station method in elementary schools in Vietnam effectively.

Lifelong learning (LLL) is an evolving field that is expected to contribute to attaining Sustainable Development Goals in education in the 21st century. In line with this expectation, research on LLL in Southeast Asia has been promoted in recent years. The main objective of this study was to investigate the development of scientific publications on LLL in Southeast Asia. We assessed 491 articles and books published between 1972 and 2019, located in the Scopus database, using bibliometric analysis. The results illustrated the current status of LLL research in Southeast Asia and described the research topics investigated during those 47 years. Publications on LLL in Southeast Asia have grown steadily in the 21st century, especially since 2015. Besides the contributions from Anglo-American scholars, indigenous researchers have also played an essential role in developing LLL in Southeast Asia. In recent years, e-learning, education for sustainable development, and the learning society are the dominant topics that have reshaped LLL research in Southeast Asia.

Purpose: This paper compares and contrasts graduate accountant skills and employers' expectations in South East Asia (SEA). Design/methodology/approach: We analyse the employers' expectation performance gap (EPG) in three countries -- Indonesia, Malaysia and Vietnam -- to provide a reflection on current professional accounting development in SEA. The study relies on data derived from multiple sources including job advertisements, CIMA "ready for business" project, Glassdoor website and other secondary data sources. Findings: The findings indicate that over recent decades, the changing nature of the economy, state, and interest of the business sector (including the "Big Four") have led to the wider adoption of professional accountancy qualifications. The findings suggest that graduates should be equipped with active learning activities such as project-based and work-integrated training to fill the expectation gaps between local university educators and employers. Research limitations/implications: Drawing upon a literature review of professional accounting education, we use the results of the documentations and secondary analysis to describe the performance expectation gap of accounting education in SEA. Originality/value: The study indicates a large discrepancy between the teachings in accounting education and employer requirements in Vietnam, Malaysia and Indonesia and propose different methods to fill this employability gap in South East Asia.

Teacher agency has become a growing research interest in language education, especially at the critical juncture of widespread globalisation, when many nations including Vietnam, the context of the study, have promulgated a new language policy to respond to this transformation. However, teacher agency remains under-examined despite a small number of recent studies. In response to the paucity in the current LP literature, this qualitative case study, grounded in positioning theory, aims to explore how English teachers exercise their agency in response to the policy under prescribed contextual conditions. Data were collected from multiple sources including in-depth interviews, classroom observations, and documents. The findings showed that teachers were positioned (by the policy and their institutions) as 'mere' policy implementers who were expected to strictly follow the mandates and instructions transferred to them. Their implementation was regularly supervised and inspected by their stakeholders (including Department of Education and Training, Bureau of Education and Training, and school leaders). However, in the classroom context, the teachers attempted to adapt the policy mandates according to their interpretations, preferences, choices, and current teaching conditions. The study also proposes implications for policy makers, educational managers and school leaders to facilitate teachers' active roles in reform implementation.

Teaching English as a Foreign Language (EFL) to young learners has been implemented at primary school level in many non-English speaking countries. One factor that determines the success or failure of primary EFL programmes is pedagogical practices. Recognising this importance, this study explores age-appropriate creativity for the practice of teaching English to young learners in Vietnamese primary schools. The participants are six EFL teachers in six different primary schools in Vietnam and the data are collected from interviews and classroom observations. From the perspective of the participating teachers, there are four components constituting their age-appropriate creativity. These are English language use, artistic components, meaningful contexts and real-life practice created in the classroom. The age-appropriate pedagogies constructed by the participants, as discussed in this study, offer a source of reference for teachers of English to young learners, within and beyond Vietnam.

The purposes of the study presented in this article were twofold. One was to respond to the question: what makes a quality curriculum? within the framework of the fourth United Nations Sustainable Development Goal (SDG 4). The other was to develop and pilot an appropriate instrument to evaluate the quality of curricula in a sample of private schools in Vietnam. While public schools are still preparing for implementation of Vietnam's New General Educational Curriculum, small adjustments are already being made to the curriculum in some private and international schools in Vietnam, which have been issued a curriculum customisation licence. Therefore, the pilot schools which participated in this study can serve as case studies for the upcoming major policy improvement in Vietnam's public schools, thus providing guidance for Vietnamese policymakers, school principals and teachers. While there is no "one-size-fits-all" curriculum assessment formula, since each country exhibits distinctive features in its teaching and learning programme, the indicators developed by the authors for their study can be adjusted to suit the needs of other countries.

Second language teacher education (SLTE) has changed its focus from cognitive to sociocultural perspectives. By considering located SLTE and community learning, this qualitative study was conducted to explore how preservice teachers of English as a foreign language learned to teach in response to learning needs in a Vietnamese city. Data sources for the study were written assignments produced by preservice teachers and in-depth interviews with them. Through their engagement in the local community, the preservice teachers identified nine groups of adult learners who were not able to gain access to English learning in the formal schooling system. Those learners sought to learn English not only to meet their personal and professional needs but also to contribute to socioeconomic development of the local community. Based on the findings regarding the local learners' needs and characteristics, the preservice teachers developed pedagogical practices appropriate to each specific group of learners and suggested that university-based SLTE programmes should embrace diverse learners and community-based teacher learning. The study substantiates the concept of located SLTE and offers some implications for SLTE in response to local needs.

Rather than being confined to academic knowledge provided by university-based programmes, there are calls for teacher education to embrace the knowledge situated within local communities. Drawing on the theories of community knowledge in teaching and teacher education, this paper reports the results of a study that explores community members' perceptions of teachers, teaching and teacher education in Vietnam. Using in-depth interviews, the study considered the perceptions and experiences of 20 community members in a large Vietnamese city. The results imply that community members consider K-12 school teachers' knowledge to be inadequate, criticising the pedagogical practices of these teachers as 'traditional' and 'inflexible'. The challenges confronting K-12 schools in Vietnam are, according to the participants, partly caused by the existing policies and practices of teacher education. Suggestions for addressing these concerns through collaboration between community members, teacher educators, teacher candidates and K-12 teachers with the aim of transforming teaching and teacher education within Vietnam are discussed and implications for future research considered.

To help EFL learners realize the use of nominals and clauses in practicing productive skills of academic writing in English writing tests, experiments have been exploited using the tasks similar to those of internet-based test of English as a foreign language to determine the nominal and clause level information during sentence and paragraph processing. Subjects were placed in two groups (the treatment group and the control group) and comprised English intermediate level students at a university in Vietnam performing compositions that were of lexical and clausal congruence but the congruence with discourse context was manipulated. The results indicated that lexical and clausal processing and discourse congruence have an effect on each other and influence writing skills. The study was undertaken as a basis for improving the technology-linguistics combined intake of learners' knowledge in order to accelerate the acquisition of foreign languages and will benefit future research related to computerized writing and assessment of writing.

The focus of culture in English language teaching (ELT) has traditionally been on the target culture of English speaking countries. However, the new status of English as international language (EIL) has led to significant changes in the practice of teaching and learning culture in ELT. Rather than relying on the paradigm of native speaker competence and target culture, the culture teaching in ELT now aims at cultural diversity to develop learners as intercultural speakers in a globalised context. Given the need to integrate diverse cultures into the ELT practice as a platform for learners to become intercultural speakers, learners' attitudes towards this issue are of paramount importance. This article will, therefore, discuss learners' perspective on cultural diversity that is integrated into the ELT practice in Vietnam. Based on data collected from learners' reflections, the article discusses the question of whether or not cultural diversity is feasible in the ELT practice in Vietnam.

This study explores the political impact on English-language education in the historical context of Vietnam in the 1980-1990 period. Based on data collected from three participants' narratives concerning their experience of learning English, the study indicates that English-language education, at that time, embraced a wide range of political dimensions specific to the geopolitics of Vietnam. The political factors include learners' family background, mainstream concepts in the local community, materials for teaching and learning, ideologies of language teaching, historical events and socio-political discourses. These factors constituted three layers of politics embedded in English-language education in Vietnam. The findings of the study provide new insights into the themes pertaining to politics in English-language education, which are often associated with the spread of English as a global language. From an educational history perspective, the study makes a contribution to understanding and developing second-language education in relation to local geopolitics.

A limited number of studies have examined the roles of behavioural and social factors, such as authorities' tax services, tax knowledge and trust, on the tax compliance of small and medium-sized enterprises (SMEs). By applying the synergistic climate of the slippery slope framework, this study examines the mechanisms by which tax service quality influences the tax compliance of SMEs in Vietnam via direct, indirect and interaction effects. Data was collected from a sample of 362 SMEs located in Vietnam using a stratification sampling method. The results indicate that tax service quality affects tax compliance directly and indirectly through trust. Furthermore, it was found that tax knowledge negatively moderates the relationship between tax service quality and compliance. The implications of these findings for tax authorities and SMEs operating in Vietnam on enhancing SMEs' tax compliance are discussed. [ABSTRACT FROM AUTHOR]