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Artificial intelligence (AI) has been recognised as a promising technology for methodological progress and theoretical advancement in learning sciences. However, there remains few empirical investigations into how AI could be applied in learning sciences research. This study aims to utilize AI facial recognition to inform the learning regulation behaviors in synchronous online collaborative learning environments. By studying groups of university students (N = 36) who participated in their online classes under the COVID-19 social distancing mandates, we strive to understand the interrelation between individual affective states and their collaborative group members. Theoretically underpinned by the socially shared regulation of learning framework, our research features a cutting-edge insight into how learners socially shared regulation in group-based tasks. Findings accentuate fundamental added values of AI application in education, whilst indicating further interesting patterns about student self-regulation in the collaborative learning environment. Implications drawn from the study hold strong potential to provide theoretical and practical contributions to the exploration of AI supportive roles in designing and personalizing learning needs, as well as fathom the motion and multiplicity of collaborative learning modes in higher education.

This article examines the use of prompt-based lexical collocations in opinion essays by Vietnamese English as a foreign language (EFL) students. Fifty second-year English majors at a Vietnamese university wrote 100 opinion essays on two topics as progress tests. The AntConc programme (Anthony, 2020) was employed to identify the frequencies of use of the prompt-based lexical collocations in the essays. Paraphrases of the target lexical collocations were further identified and calculated for their occurrences. The AntConc concordance lines that target the prompt-based collocations or paraphrases were analysed for errors, with the consultation of the Oxford Collocations Dictionary (OCD), the British National Corpus (BNC), and the Corpus of Contemporary American English (COCA). The results revealed that students repeated the source lexical collocations and replaced them with various word combinations, though recycling occurred to a greater extent. Erroneous use involved use of i) incorrect word combinations, mainly through wrong choice of verbs, adjectives, or nouns that do not collocate with adjacent words and ii) incorrect grammatical forms of the individual lexical words of the target collocations (i.e., omission of plural marker --s, misuse of parts of speech). Pedagogical implications are discussed to assist students in using lexical collocations appropriately in L2 writing.

Understanding teachers' expectations of university social responsibility (USR) is imperative for formulating effective human resources strategies within higher education institutions (HEIs). This study delves into teacher perceptions of USR within the context of higher education institutions (HEIs) in emerging countries, examining how these perceptions influence teacher satisfaction. The mediating roles of HEIs' reputation and image in shaping this relationship are also explored. Data were collected from 140 teachers across 15 Vietnamese universities. The research model underwent evaluation through structural equation modeling (SEM) utilizing the Partial Least Squares path modeling. The results affirm a positive influence of teachers' perceived USR on their satisfaction with universities. Notably, both HEIs' reputation and image serve as mediating factors in this relationship. Regarding the specific USR constructs, the findings highlight that teachers' overall perception of USRs is constructed based on their engagement with educational, environmental research, and partnership responsibilities within HEIs. This study underscores the importance of cultivating a positive reputation and image when integrating USR into the governance strategies of higher education institutions.

This study examines the perceptions and responses of Vietnamese teachers of English as a Foreign Language (EFL) to academic integrity concerns that arise from the use of AI, specifically chatbots like ChatGPT, in foreign language education. The study employed an open-ended survey to collect data from 31 Vietnamese EFL teachers who were asked to share their views on AI-based academic dishonesty, identify perceived causes, outline consequences for students engaging in AI-based plagiarism, and articulate their pedagogical responses to the issue. The study found that teachers primarily attributed students' AI-driven plagiarism to a deficiency in original ideas, poor learning attitudes and motivation, and students' linguistic competencies. The over-reliance on AI was identified as a hindrance to the development of knowledge and skills such as critical thinking and language proficiency. In response to academic dishonesty, teachers advocated for increased regulations, the implementation of AI-based plagiarism detectors, and education on responsible AI use. The findings underscore the importance of adapting language teaching pedagogies and assessments to incorporate personalised learning and process-oriented teaching approaches that support critical thinking and genuine learning motivation. The insights derived from this research contribute to a deeper understanding of EFL educators' perspectives, offering valuable input for the development of policies and practices aimed at promoting academic integrity in the AI era. [Note: The page range (28-47) shown on the PDF is incorrect. The correct page range is 28-48.]

This article examines how graduate employability is viewed by employers in six economically disadvantaged mountainous provinces in Vietnam. The study reported in this article identified continuous self-learning, resilience, adaptability, devotion and empathy for the local people and local community to be among the main employability attributes expected of graduates in regional Vietnam. The findings of the study raise the importance of context situatedness in looking at employability and show how employability is characterised by the local structural conditions, demographic features and socio-cultural norms. The study provides significant implications for career guidance and graduate employability development, especially in relation to regional areas.

Writing is consistently regarded as one of the most challenging language-learning abilities. This paper investigates the challenges Vietnamese students face in learning academic writing in English. Ninety-five students from grades 6 to 12 who have been studying English for several years were surveyed using a questionnaire. The questionnaire comprised 14 Likert-scale statements and one multiple-choice question to determine their interests, habits, and perspectives toward learning English. Most participants expressed a keen interest in learning languages but felt that their writing skills in English were not up to par, attributing this to inadequate time spent practicing. As a result, it is suggested that secondary school students in Vietnam increase their writing practice time in English and alter their learning routines and habits accordingly.

The training program is the focus of all pedagogical activities in particular and educational activities in general, so the development of training programs and activities related to the development of training programs have become an important issue and are of interest to many educational scientists. The literature review method is used in this study to collect and extract the data from the national database system to show an overview of training program research and training program development that have been conducted in Vietnam. The findings indicate that the training programs have been changed from content training to training to form learners' competence. Furthermore, the programs are developed using a variety of modern perspectives and theories, such as output standards, educational innovation needs, liberal educational philosophy, competency-based performance, and so on. However, many more studies should be carried out to not only point out the limitations of the system of studies on training programs but also provide scientific evidence for new directions of training program development that should be developed and applied by the education system.

The main objective of this study was to compare the effectiveness of three STEM approaches in implementing STEM activities in lower secondary school students based on knowledge and scientific creativity. A pre-posttest experimental design was adapted. Six classes with almost similar learning conditions were randomly selected and each class was assigned as a group, in which two groups followed the Stand-alone engineering design approach, two adopted the 5E-EDP approach, and two classes used the Jigsaw learning approach. The data were collected from the tests before and after the experiments and were statistically analyzed. The findings revealed that these three approaches enhanced the students' gains in both knowledge and scientific creativity. Despite the overall progress, there existed a statistical difference among these models in their effects on the students' knowledge and scientific creativity. While 5E-EDP and Jigsaw learning approach were proven to make substantial progress in these factors, the Stand-alone engineering design scored less significance. The study also showed that there was a statistical difference between the Stand-alone engineering design approach and Jigsaw learning approach. The respective second approach formed a foundation for better performance of the students' knowledge and scientific creativity compared to the first one. Each approachhas its own value in enhancing students' knowledge and scientific creativity. The result of this study could be a hint for STEM educators to apply appropriate methods in similar contexts to boost achievements.

The rapid digital transformation and the widespread influence of the COVID-19 pandemic have impacted higher education in Vietnam. This social setting fosters online teaching and lecturers' online teaching competencies. The aim of this study is to investigate online teaching competence at two universities of technology and education in Vietnam through a survey. Based on a review of the literature, an online teaching competence scale for lecturers was developed and its validity and reliability were evaluated using exploratory component analysis and Cronbach's alpha coefficients with data from 311 lecturers at two public universities of technology and education. The online teaching competency scale for lecturers consists of 25 items organized into five component competencies: "Understanding student learning", "online session administration", "digital content development and learning facilitation", "technology" and "online learning outcomes assessment". With the exception of "technology", the remaining component competencies were identified as good. Not only online teaching modes but also online teaching activities and productions were also deployed to maintain learning activities especially during the COVID-19 pandemic at two universities. Recommendations for developing lecturers' online teaching competence were also considered.

Situated against the increasingly popular role of English and the internationalization of higher education, English as a medium of instruction (EMI) has become an observable phenomenon in Vietnamese tertiary education. However, there is still a dearth of studies looking at how EMI is viewed and understood by students from different disciplines. This study aims to investigate the attitude of university students majoring in natural sciences and social sciences towards EMI. By exploring the students' attitudes towards EMI, the study attempts to explain the challenges they encountered. Data were collected using questionnaires administered to 215 university students, including a group of 103 natural science students and another group of 112 social science students. The data highlight significant attitudinal differences between these two groups of students. Those majoring in natural sciences were recognizably satisfied with more obviously-defined learning intentions in EMI classes, whereas those majoring in social sciences were more concerned about their levels of concrete achievement in English proficiency. Based on the study findings, it is implied that lecturers should develop an informed EMI pedagogical competence and assist students in developing discipline-relevant EMI learning strategies.

Purpose: The advent of artificial intelligence technologies, exemplified by platforms such as ChatGPT, has created a profound global impact, with a particular resonance in education. This research aims to integrate the information systems success (ISS) model with the stimulus-organism-response (SOR) paradigm to explore how information quality and service quality individually, jointly, congruently, and incongruently affect higher education students' trust in ChatGPT, satisfaction, and continuance usage intention. Design/methodology/approach: We employed a sophisticated methodology -- polynomial regression with response surface analysis -- and conducted our study with a sample of 468 higher education students selected in Vietnam using a three-phase stratified random sampling approach to evaluate the hypotheses developed. Findings: The findings indicate that both information and service quality influence higher education students' trust directly and positively in ChatGPT, satisfaction, and continuance usage intention. Moreover, a balance between information quality and service quality can increase students' level of trust in ChatGPT, satisfaction, and intention to continue using it. Nevertheless, a significant incongruity between information quality and service quality will likely reduce trust in ChatGPT, satisfaction, and the intention to continue using the service. Originality/value: This research is one of the first to offer a shred of empirical evidence about how information quality and service quality interact congruently and incongruently with each other to trigger higher education students' trust in ChatGPT, satisfaction, and continuance usage intention of ChatGPT. It thus offers valuable insights for leveraging the benefits and mitigating potential challenges associated with adopting this innovative technology in educational settings.

Globally, higher education policy is typically framed in terms of the technical employability capabilities to advance the economic productivity of nations, and as such, can be myopic to the wider sustainable development challenge of 'Decent Work' (a form of employment with good working conditions). This form of myopia can fail to materially change the sociocultural conditions in local contexts of learning and work and ultimately perpetuate structural disadvantage. This article draws from policy participation conducted over 4 years which included (i) longitudinal focus group dialogue involving educational policy makers, implementers and students (n = 102) and (ii) document analysis of formal policy and evaluation reports. The study is conducted in one of the fastest growing economies which is rapidly developing its policy frameworks (Vietnam) to enhance the employability of ethnic minority students. Findings highlight the need for (i) a meta-perspective which encompasses the multiple stakeholders involved in enabling students to access and engage in decent work, (ii) building the capacity of students to actively change and improve their situations and (iii) awareness of the ways in which governments, educational institutions and employers can value the diversity of students and their circumstances. In contrast to the dominant institutional perspective, this article conceptualises the "counter-active effects" across education-work ecosystems which mediate policy efficacy and advances an alternative conceptual framework that integrates "ecosystems, empowerment" and "recognition" theory to inform policy formulation and assessment . This article advocates "expansive" rather than "myopic" policy to drive participation in Decent Work.

Aim/Purpose: The main goal of this study is to investigate the factors affecting students' satisfaction and continuous usage of ChatGPT in an educational context, using the Expectation-Confirmation Model (ECM) as the theoretical framework. Specifically, this investigation focuses on identifying how user expectations, perceived usefulness, and satisfaction influence the continuous usage of ChatGPT in education. Background: ChatGPT is an AI-based chatbot that can generate natural language and support multi-turn dialogue. ChatGPT can be used in education for various purposes, such as academic writing, language translating, coding assistance, and information searching. Research indicates that ChatGPT is highly beneficial for students. Specifically, it aids in time-saving by synthesizing information across diverse fields and offers feedback tailored to individual learning needs and progress. Moreover, it enhances learning experiences through a personalized learning process, as well as aids in the translation of learning materials into different languages for improved accessibility. Despite the potential of ChatGPT in education, there remains a gap in understanding the determinants of user satisfaction and continuous usage. Therefore, this study was conducted to bridge this gap by assessing the impact of expectation confirmation, perceived usefulness, and satisfaction on continuous usage of ChatGPT. Methodology: This research employed a quantitative approach, which utilized a five-point Likert scale questionnaire to measure four variables with a total of 14 items. Data were collected from 435 students from eight Vietnamese universities through non-probability convenience sampling. The internal consistency of the questionnaire was examined using Cronbach's alpha. Four-factors Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were then employed through IBM SPSS 26 and AMOS 24 to assess the proposed model and hypotheses, allowing for a comprehensive examination of the relationships between 4 variables: perceived usefulness, expectation confirmation, satisfaction, and continuous usage. Contribution: This paper contributes to the literature on ChatGPT in education by identifying how expectation confirmation and perceived usefulness affect students' satisfaction and their intention to continue using ChatGPT in their learning. This study also has practical implications for educators and students for applying ChatGPT in their learning and teaching. It provides recommendations for effective use of ChatGPT in education. Findings: The study's results show that students with greater expectations, either met or surpassed by ChatGPT, perceived the tool as more beneficial and satisfying for their needs. Additionally, students who perceived ChatGPT as useful and valuable for their learning goals were more inclined to continue to use it. Furthermore, the findings indicate that higher satisfaction with the tool was associated with a greater likelihood of continuous usage. Nevertheless, the results did not reveal a significant relationship between perceived usefulness and satisfaction regarding ChatGPT. This implies that perceiving ChatGPT as useful does not guarantee satisfaction. This finding may be attributed to various factors influencing student satisfaction, such as price value, using habit, facilitating conditions, trust, reliability, and quality. Recommendations for Practitioners: Educators and students should consider the findings of this study to make informed decisions about the use of ChatGPT in educational settings, emphasizing the importance of managing users' expectation confirmation and ensuring perceived usefulness and satisfaction on continuous usage. Recommendation for Researchers: Researchers can use the findings of this study as a foundation for exploring a deeper understanding of user expectation confirmation and the factors influencing perceived usefulness and satisfaction with ChatGPT in diverse educational settings. Impact on Society: This study contributes to the broader field of the application of AI technologies in education, potentially reshaping the dynamics of interaction between students and educators with AI technologies for educational purposes. Its contributions have the potential to elevate the overall quality of education by promoting the appropriate and effective use of AI technologies. Future Research: Future research should investigate the roles of ChatGPT in education more deeply and explore its long-term effects on both learners and educators. This includes conducting comparative studies to evaluate the efficacy and advantages of ChatGPT-assisted learning in comparison to traditional teaching methods. Additionally, there is a crucial need to assess the broader impact of ChatGPT on students' academic performance, cognitive development, and critical thinking skills.

The growing prevalence of advanced generative artificial intelligence chatbots, such as ChatGPT, in the educational sector has raised considerable interest in understanding their impact on student knowledge and exploring effective and sustainable implementation strategies. This research investigates the influence of knowledge management factors on the continuous usage of ChatGPT for educational purposes while concurrently evaluating student satisfaction with its use in learning. Using a quantitative approach, a structured questionnaire was administered to 513 Vietnamese university students via Google Forms for data collection. The partial least squares structural equation modeling statistical technique was employed to examine the relationships between identified factors and evaluate the research model. The results provided strong support for several hypotheses, revealing significant positive effects of expectation confirmation on perceived usefulness and satisfaction, as well as perceived usefulness on user satisfaction and continuous usage of ChatGPT. These findings suggest that when students recognize the usefulness of ChatGPT for their learnings, they experience higher satisfaction and are more likely to continue using it. In addition, knowledge acquisition significantly impacts both satisfaction and continuous usage of ChatGPT, while knowledge sharing and application influence satisfaction exclusively. This indicates that students prioritize knowledge acquisition over sharing and applying knowledge through ChatGPT. The study has theoretical and practical implications for ChatGPT developers, educators, and future research. Theoretically, it contributes to understanding satisfaction and continuous usage in educational settings, utilizing the expectation confirmation model and integrating knowledge management factors. Practically, it provides insights into comprehension and suggestions for enhancing user satisfaction and continuous usage of ChatGPT in education.

Purpose: Digital transformation continues to rapidly progress in higher education globally, spanning all aspects of higher education operations, values and culture. Despite expanding literature, guidance remains focussed on emergency application during pandemic lockdowns and/or on single organisational case studies. Digital transformation frameworks that move beyond these foci are heavily criticised for being commercially contextualised (outside of higher education) and are often too narrowly conceptualised. The purpose of this paper is to review the most common framework currently used in the UK, which takes a strategic and organisational perspective on digital transformation. Design/methodology/approach: This is a technical review article that summarises key guidance for organisational digital capability and then reflects on its application in the UK (a developed economy and higher education system) and in Vietnam (one of the fastest-growing economies with a developing higher education committed to digital transformation) as an initial attempt to explore its applicability beyond the UK context. Vietnam has been chosen as a reference context, given its significant current digital transformation policy reform at the national level and as a collaboration partner with the UK in its digital transformation. Findings: The guidance highlights six core areas to consider for digital capability: information and communication technology (ICT) infrastructure, content and information, research and innovation, communication, learning, teaching and assessment and organisational digital culture. Although the framework is normative, findings suggest it is sufficiently open-ended to enable its users to determine practical steps to drive digital transformation. However, complementary tools are suggested to deal with the rapidly developing digital transformation policy context of Vietnam. Originality/value: This is the first time a review has been conducted from the perspective of different countries, with a view to supporting leaders, managers and policymakers in the UK, Vietnam and other Association of South Eastern Nations (ASEAN) networks in their own digital transformation transitions.

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 aims to assess high school students' learning outcomes, their achievement of goals and fulfilling academic requirements and how the entire teaching and learning process takes place. The study, consisting of an experimental group and a control group was conducted for pre-test and post-test comparisons of the academic performance of 88 10th grade students. 44 students were selected as the experimental group that underwent a specific teaching strategy to monitor their development of qualities and competencies in one semester, and the remaining 44 students acted as the control group. The data collected after the tests were analyzed using SPSS software (V20). The results showed that the students in the experimental group had better academic results than those in the control group. The findings of this study have implications for policy, further research as well as approaches for the assessment of students' development of qualities and competencies in Vietnam.

"EFL Teachers' Perceptions of the Individualized Learning (IL) Model: A Case at an English Language Center" was conducted to obtain two research aims: (1) to find out the teachers' perceptions of the IL model; (2) to investigate the benefits and difficulties teachers face when they implement the IL model in their classrooms. The research utilized the questionnaire and semi-structured interview to collect data from 26 teachers from the English language center where the individualized learning model is implemented. The results show that the mean scores of all items related to teachers' perceptions show that their perceptions of the IL were high (M=3.8423) on the five-point Likert scale (see Table 2). As a result, the teacher understood the IL rather well and revealed four main advantages related to the flexibility of the learning pace, the material and the learning schedule; the instant supports from the teachers; the increase in learners' confidence; and the improvement of learners' academic performance. However, the results of the interview also revealed two main disadvantages including time-consuming and lack of interaction between learners and learners. In addition, the results also show that there was a positive correlation between teachers' perceptions and the way they implemented the IL in their classroom. The contention is that decision should be made as to what degree of the individualization will be implemented.

The paper is the first to examine international students in Vietnam despite the country's long-existing effort at internationalization. The empirical study is conducted at a large public university in the capital of Vietnam, a popular destination for foreign students. The study explores socio-cultural adaptation of foreign students and finds that lack of support system severely affects their adaptation, especially in academic adaptation. The paper aims to draw attention to the renovation of university system in order to better serve the needs of a diverse student body.

COVID-19 has spawned a critical shift in the landscape of higher education (HE) worldwide, entailing transformations of practices across the field, in which quality assurance (QA) for HE has also evolved to both reflect and stay adaptive to the 'new normal' formed during and beyond the pandemic. Against the COVID-19 context, this paper retells some of the existing debates for Vietnamese QA and accreditation activities, as well as identifies emerging challenges in QA practices in the post-pandemic era. Theoretically, the paper contributes a conceptual tool to examine the QA of the Vietnamese HE system, embracing three dimensions of teaching and learning, inputs and outputs. This further underpins our inquiry for QA practices in the Vietnamese HE context which has been scaffolded and developed accordingly. Drawn from a critical review and analysis of emerging policies and existing literature, practical implications and projections for the directions of Vietnamese QA in the future will be provided. This paper presents a timely insight for the process of policy-making and the implementation process of QA in Vietnamese HE during a time of uncertainties and looks towards building resilience to future crises.

This study examines Vietnamese, non-English major college students' perceived self-efficacy and their comfort in using information and communication technologies (ICTs) in learning English as a foreign language. A survey was completed by 975 students. Findings revealed that half of the students ranked themselves as basic EFL users, and fewer rated themselves as independent users or proficient users. Inferential statistics analysis found students' perceived self-efficacy differed by their comfort levels in using ICTs. Specifically, those with a high to very high comfort level were more self-efficacious in their learning of English compared to those with an average or low level. These findings may help explain the issue of limited proficiency in EFL learning among non-English major college students in Vietnam, in relation to how comfortable they are using ICTs. Further investigation is needed however to clarify the relationship between technology comfort levels and self-efficacy among EFL learners.

Despite the considerable amount of work which has been conducted into teachers' needs for professional development (PD) in mainstream education, this topic has been received little attention in the field of English language teaching (ELT). This paper presents findings from a phenomenological study investigating the perceived needs for PD of Vietnamese tertiary English as a foreign language (EFL) lecturers. Grounded in andragogy theory, this study found that EFL lecturers expressed a strong need for content-focussed, on-going, collaborative and career-stage specific PD activities in the future. The findings from this study shed light on key issues for academic managers and PD planners to focus on when planning, organising and implementing PD activities. This study contributes to current literature related to tertiary EFL lecturers' PD needs within the Vietnamese higher education context and may be applied to other international contexts.

Aim/Purpose: The main objective of this study is to explore the relationships among social media experience processes, peer influence, and fear of missing out (FoMO), as well as their impact on adolescent students' choice of participation in academic activities. Background: The increasing digitization of the world has consolidated social media as a dominant means of communication in the modern era. Adolescents are heavily engaged with smartphones and social platforms, resulting in substantial exposure to their influences. This exposure leads to a rise in sharing academic achievements and experiences on social media platforms. This trend has transformed academic success into a symbol of admiration, affecting how young individuals perceive their educational activities. During adolescence, a phase characterized by heightened vulnerability and intense social connections, young people become more susceptible to phenomena such as peer influence and FoMO. Social media, serving as a platform to showcase experiences and achievements, plays a pivotal role in shaping peer norms that subsequently impact peer influence and FoMO. Given the significant interplay between social media, peer influence, and FoMO, there is a need to explore whether social media experiences can predict academic-related peer influence and FoMO, as well as understand their interrelationships. This exploration is essential for understanding the cumulative impact of these factors on students' academic pursuits. These insights hold the potential to guide the effective management of the potentially excessive effects of social media, thus promoting a more balanced and productive student life when confronting contemporary challenges. Methodology: The study employed a quantitative approach, using 5-point Likert scales to collect data via an online survey. The questionnaire was designed based on the theoretical framework regarding transformations of peer experiences in social media contexts developed by Nesi and co-researchers, which mainly interpreted the characterization of social media and how its features could amplify or alter the formation of Peer Influence and FoMO. The data from 419 valid responses from secondary and high school students in Vietnam were analyzed using reliability tests, factor analysis methods, and structural equation modeling (SEM) methods. Contribution: This research is meaningful in raising awareness of researchers, students, teachers, and parents about the vigorous impacts of social media on students' academic activities and serves as the foundation for further research on regulation methods to secure healthy social media use and academic development. Findings: It was found that social media was characterized by two latent variables: Online Peer Norms and Novel Peer Experiences. The results showed that both factors were strong predictors of peer influence, while for FoMO, only the variable of Online Peer Norms was a significant predictor. FoMO was found to mediate the impact of social media experience on peer influence. Finally, peer influence relatively affected students' participation in academic activities, while FoMO did not. Recommendations for Practitioners: The results suggested that social media can be a means to encourage positive academic participation and, thus, can be utilized in spreading educational programs and promoting academic motivation. At the same time, measures to counteract academic pressure should also take social media into consideration. Recommendation for Researchers: Researchers can utilize the framework of this study to investigate other adolescent media-related mental and behavioral phenomena as well. In addition, researchers should build a clearer understanding of FoMO's interactions with academic matters. Impact on Society: Social media can either be a great assistance or a huge risk to the development of future generations of society. It is capable of spurring mental and behavioral changes that can radically impact youths' growth on their educational paths. Future Research: The relationship between peer influence and FoMO should be delved into from more diverse dimensions. Future research should encompass peer influence and social media's involvement in academic self-concepts and well-being.

At a time when the world has suffered such an unprecedented event as the COVID-19 pandemic, it is essential to conduct research to evaluate the relationship of student satisfaction with interaction, Internet self-efficacy, and self-regulated learning in a fully online learning environment. The results of a survey of 290 students at a university in Viet Nam, using partial least squares structural equation modelling (PLS-SEM), indicate that four types of interaction (learner-learner interaction, learner-instructor interaction, learner-content interaction, and learner-technology interaction) positively and significantly affected students' satisfaction with online learning, whereas Internet self-efficacy and self-regulated learning were not found to be significant predictors. These findings are crucial for enhancing the quality of online learning, which is regarded as not only the best cure for the massive global crisis COVID-19 has caused in education but also an innovative advancement compared with traditional face-to-face education. The authors discuss practical implications for instructional and course design, as well as directions for future research.

Research on professional development (PD) in higher education settings is still scarce and little is known about how contextual factors influence PD of English as a foreign language (EFL) lecturers. Employing a transcendental phenomenological approach, this study seeks to extend research on this topic in order to understand how PD currently functions and could potentially function within the tertiary education reforms system in Vietnam. Drawing on ecological systems theory, this study demonstrates that the global, national, institutional and individual contexts had both negative and positive impacts on the EFL lecturers' PD experiences. The findings from this study highlight that PD of Vietnamese tertiary EFL lecturers is driven by imposed policies in response to the national education reforms and mainly top-down, but the actual engagement is grounded in lecturers' individual motivation and responsibility. This study has enabled a fuller explanation of Vietnamese tertiary EFL lecturers' lived experiences of PD from a new, more systemic, perspective. This study has addressed a gap in this area in the field of ELT in Vietnam and may be applied to other international contexts.

The aims of this study are two-fold. First, the existing literature is reviewed to establish a framework with which to evaluate the evolution of Realistic Mathematics Education (RME) in terms of policies and practices. The framework comprises four factors: (i) national vision and strategy; (ii) curriculum and educational materials; (iii) tests and examinations; and (iv) teacher training programs. Second, this framework was used to analyze RME implementation in Vietnam, based on data obtained from document analysis and participant observation. From the experiences of other countries, several sustainable and suitable guidelines are proposed for the further practical and efficient application of RME in Vietnam. This study also outlines some possible directions for future RME research.

Whilst previous researchers commonly report on the effect of portfolio-based instruction on second language/English as a foreign language (L2/EFL) learners' language performance, very few studies examine its impact on their learning motivation. Drawing on expectancy-value theory, the current study examines how the implementation of a portfolio-based listening course may affect language learners' L2 motivation and skill development. This study adopted a mixed methods approach with Vietnamese EFL learners in higher education as its participants, who were administered a motivation questionnaire, listening comprehension tests, and semi-structured interviews. Both quantitative statistics and qualitative content analysis were applied for data analysis purposes. The results indicated that the portfolio-based program in this study had a significant positive impact on the participants' motivational orientations, especially their expectancy components (i.e., their self-efficacy and learning control beliefs) and their L2 listening accomplishment but not on the value aspects. Pedagogical implications are discussed.

In recent years, Science, Technology, Engineering, and Math (STEM) education has become important in many countries around the world. In this study a bibliometric analysis was applied to evaluate the scientific results of STEM education in the Association of Southeast Asian Nations (ASEAN) region, indexed in the Scopus database for the period 2000-2019. A total of 175 publications were taken from the Scopus database for analysis. Our main findings show that the trend of research in this field has shown a dramatic increase in scientific production in the last three years, when the published amount accounted for 67.43% of the collection. Authors with the most publications came from the top 10 universities and research institutes (accounting for 38.44%). Scholars in the ASEAN region tend to submit their works to Q3 and Q4 journals in the SCImago database. Diverse research with basic and cross-cutting topics focus on STEM education for undergraduate students, engineering education, and education computing.

Breakthroughs in information and communication technologies (ICTs) are increasingly providing language learners with opportunities for real-time interactions with those fluent in their target language. However, adoption of available ICTs may depend on students' perceptions of the ICTs as affordances. This study examined the attitudes of 928 Vietnamese, non-English major college students toward the use of selected information and communication technologies (ICT attitudes) in English learning, and if the attitudes were affected by gender or comfort levels using technology. The study found that 61.2% of the students reported positive ICT attitudes and ICTs were more beneficial in augmenting receptive English over expressive English skills. The study also found significant differences in ICT attitudes across gender with female students more positive regardless of how comfortable they were in using computers and the Internet, and across technology comfort levels with those more comfortable, regardless of gender, being more positive toward ICT use in English language learning.

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.

Purpose: This study aims to investigate specific professional competencies of teachers to implement education for sustainable development (ESD) in the contexts of Vietnam. Design/methodology/approach: The authors carried out a Delphi study with eight ESD experts in Vietnam to collect their expertise viewpoints regarding teachers' ESD professional competencies. Findings: In total, 13 competencies related to three dimensions (content knowledge/cognitive, pedagogical and pedagogical content knowledge, motivation and volition) were highlighted by ESD experts. Research limitations/implications: The proposed teachers' competencies were based on the ideas of a small group of experts, and the results need to be tested, refined and confirmed by further work. Besides, in this study, we have not defined the levels of achievement for each competency as well as developed assessment tools. Practical implications: The specific professional competencies for teachers can be considered as a foundation for developing educational offers focusing on promoting the specific teachers' professional competencies in basic ESD training. Originality/value: Studies on educators' professional competencies for ESD mostly were conducted in western countries. However, competencies do not exist independently; instead, they should be considered in specific contexts of teaching, school, culture and society. This research is among one of the first studies that contextualizes teachers' competencies in a non-western context.

In Vietnam today one of the consequences of globalisation has been a proliferation of international non-government organisations (INGOs). These are intercultural work environments where individuals must seek to understand the culture of others and try to share and find common ground as they strive to fulfil the goals of the organisations. These individuals need high levels of intercultural competence, particularly cultural mediation, important for the role of cultural intermediaries. Drawing on theories of cultural mediation and cultural intermediaries, this research explores the intersection of different cultural worlds in the context of development projects at INGOs in Vietnam. The new graduates in the study reflected on their resources and skills to adapt development models to the local context, thus demonstrating important employability skills. This was particularly challenging given that in organisations such as universities, where the culture was described as rigidly hierarchical, skill training was restricted to following procedures to execute a particular task. However, in organisations like INGOs with high degrees of employee autonomy, decision making is left to the discretion of staff who are required to demonstrate their own means of developing the skills. Based on the findings of the qualitative research into young Vietnamese graduates' experiences of working at INGOs, this paper argues that young graduates play a significant role in disseminating information, and at the same time promoting mutual understanding, forming culturally relativistic attitudes, and demonstrating cross-cultural empathy. They were not just gaining employment, but adding value to an enterprise. Given increasing globalisation, this research makes an interesting argument for the inclusion of cultural literacy as a necessary employability skill for successful engagement in today's world of work.

With the fast-paced development of technology in today's society, there has been emerging a shift from paper-based reading to digital online reading. While the benefits of exposure to print have been well-established in previous studies, how online reading may impact individuals' literacy development is largely underexplored. The current study investigated if the amount of English reading experience on the Internet could predict EFL students' lexical knowledge and reading comprehension ability. Participants were ninety-seven Vietnamese undergraduate students who were administered a website checklist and a vocabulary size test. Their reading comprehension scores were also collected as measures of their reading abilities. Descriptive statistics, hierarchical linear regression and structural equation modelling were utilized for data analysis. The results indicated that exposure to L2 online text was a significant predictor of the participants' vocabulary size as well as their reading comprehension growth during a course of two years. Pedagogical implications are discussed.

Over the past three decades, the higher education landscape in many Asian countries has witnessed various changes, many of which have resulted from foreign influences and the interactions of local education policy discourse with neo-liberal globalisation, market forces and the demand for a market economy. This article provides nuanced insights into how foreign forces have influenced the practices related to teaching-learning, research and community engagement in three Vietnamese universities. The analysis of university leaders' and academics' perspectives reveals positive changes in university practices as a result of this interaction and learning from foreign partners, including the shift towards practice-based and student-centred teaching, fairer treatment of students, stronger awareness of the value and principles of undertaking research and the closer connection with social demands in teaching and research. The analysis also indicates the ways foreign practices clash with Vietnamese higher education structures, Confucian values and the Communist leadership. The article discusses implications for Vietnamese universities to creatively learn from and localise international practices, while avoiding being colonised by foreign forces.

Purpose - This study aims to explore the potential mediating role of differentiation strategy in the relationship between market orientation and restaurant performance based on balanced scorecard approaches. Methodology - Based on the Vietnamese Yellow Pages database, a sample of 144 small restaurants in Vietnam was analysed using partial least squares structural equation modelling. Findings - The results indicate that differentiation strategy fully mediates the relationship between market orientation and restaurant performance based on balanced scorecard approaches. Originality of the research - This study contributes significantly to the field by deepening our understanding of the underlying mechanisms of differentiation strategy on the market orientation-performance links. Focusing on Vietnam, a collectivistic and transitional economy, enhances our comprehension of the influence of market orientation and differentiation strategy on the performance of small restaurants in these distinctive environments. The study provides robust evidence supporting the positive effects of differentiation strategy on performance by using balanced scorecard approaches. It advances the theoretical development of the resource-based view by using a contingency perspective to empirically demonstrate how organisations can sustain competitive advantages by leveraging their resources. [ABSTRACT FROM AUTHOR]

The field of English language education has seen developments in writing pedagogy, moving from product-based to process-based and then to genre-based approaches. In Vietnam, teaching secondary school students how to write in English is still lagging behind these growing developments. Product-based approach is commonly seen in English writing classes in Vietnamese secondary schools. Within that context of teaching and learning writing, this paper outlines the impact of our implementation of the process-based approach in English writing classes with Vietnamese secondary learners. The study following a two-group pre-test and post-test design aimed to test the effects of the process-based approach on learners' English writing and to investigate their perceptions of the learning process under this approach. Participants were 57 non-English major grade 10 students in an upper-secondary school in Vietnam's Mekong Delta. Participants were involved in a sixteen-week intervention program with eight forty-five-minute writing sessions every two weeks. Three instruments were used to collect data: the questionnaire on participants' perceptions toward the writing process, the English writing tests, and the interview on participants' perceptions. Results indicated a significant difference in learners' writing performance and their perceptions toward the writing process between the two groups after the study: Participants in the experimental condition outperformed those in the control condition.

The present study investigated learner autonomy level and the use of language learning strategies in a sample of 163 first-year English majors in university. The aim of the study was to find out the correlation between language learning strategies and autonomous learning. The data collection instruments included a self-rating questionnaire and an open-ended interview. Results indicated the participants were moderately autonomous learners and their overall frequency of strategy use was medium with the most frequent use of memory and social strategies and the least of compensation and Affective strategies. Pearson correlation indicated that there was a positive correlation between learner autonomy and overall language learning strategy as well as across the six strategy categories. Understanding the relationship between learners' strategy use and autonomy may enable EFL instructors to incorporate language learning strategy training in teaching to ultimately improve learners' English language skills.

In Vietnam, academic freedom is not guaranteed. This is especially so in relation to politically sensitive subjects such as human rights. This paper discusses how human rights education (HRE) can develop in such contexts. The Government of Vietnam is a signatory to various UN treaties and, consistent with its obligations, has encouraged the development of specialist human rights degree programmes and the introduction of human rights content into other degree programmes. The paper considers government's role in course approval processes, discussing how political sensitivities are addressed and state monitoring operates to restrict academic freedom. It finds that, subsequent to the Government of Vietnam ratifying international human rights treaties, there is a softening of the ideology that 'human rights' are an alien concept in a socialist state. The need for HRE and greater academic freedom are recognised, yet HRE is largely restricted to higher education institutions where its implementation is monitored. [Paper presented at the International Conference on Human Rights Education (ICHRE) (9th, Sydney, Australia, 2018).]

Vietnam's history has witnessed the nation's constant effort to learn from the outside world. This effort paradoxically co-exists with the country's aspiration to escape from foreign domination, to protect national independence and to preserve national identity. Discussions of foreign influences in the Vietnamese education system should be situated within the overall political and historical condition of Vietnam, which has been characterised by the influence of successive external forces and foreign countries. There have been a lot of debates and discussions about the nature, benefits and tensions associated with Vietnam's efforts to open to the world and learn from other countries while combining with and maintaining its traditional practices and values in the course of education reform over the nation's different historical and political periods. However, hybridity in higher education as a notable phenomenon related to the interactions between Vietnamese traditions and foreign influences has not been adequately explored in empirical research. The study reported in this paper responds to this paucity in the literature. It analyses the dynamic and complex dimensions of hybridity across two Vietnamese universities. The empirical data show that hybridity is accompanied with some positive changes and reforms in teaching, learning and university governance. However, hybridity happens in largely ad hoc, fragmented and inconsistent manners across different areas of university operations. The research also indicates that the dominant force behind hybridity in the Vietnamese HE system is staff and leaders being educated overseas and exposed to foreign practices and values. It, however, shows the tensions arising from the interactions of the Western, traditional and Communist Party principles during the hybridisation process. The paper concludes by offering some implications for the development of a strategic plan and approaches to deal with potential conflicts between external influences and traditional values and assist staff with the development of their capacity to optimise the potential benefits of hybridity to enrich teaching, learning, governance and university operation.

Despite the plethora of literature examining higher education students' motivation to learn a second language, it is not known if students who choose to study English as their major differ from those who are required to study English as the minor component of their wider degree. Drawing on self-determination theory, this paper reports on the findings of a quantitative study designed to investigate the types of motivation demonstrated by English major (n = 180) and non-English major students (n = 242), and their levels of effort expended in learning English in a Vietnamese university. The findings revealed that both groups demonstrated high levels of motivation to learn English to prepare for their future profession. English major students felt more intrinsically motivated and less obligated to learn English. In addition, for both groups, intrinsically motivated students invested the highest levels of effort in learning English. This paper argues that it is imperative for lecturers to foster students' intrinsic aspirations to learn English to improve the quality of the teaching and learning of English in Vietnamese higher education.

Information literacy (IL) research has been hitherto dominated by the USA, Australia and the UK [22]. Vietnam, however, remains under-represented and there is no IL work in upper secondary schools in the country to date. This paper, which is part of an ongoing PhD research, presents preliminary findings of the study to understand IL level of students as well as explore the practice of teaching and learning IL. The research proposes a model to help develop IL for schools in Vietnam based on Standards for the 21st-Century Learner introduced by the American Association of School Librarians (AASL), and driven by study programme as well as current educational initiatives in the country. The research employs a mixed methods approach to assist the researcher in providing a rich picture of the practice of IL in the Vietnamese educational context. The preliminary findings indicate that there are some aspects of students' IL level that need to be improved. The findings also show that teaching IL is not the focus of the school although they acknowledge its importance to pupils. It is clear that more work needs to be done to strength students' capabilities.

This study examines factors that determine the attitudes of learners toward a blended e-learning system (BELS) using data collected by questionnaire from a sample of 396 students involved in a BELS environment in Vietnam. A theoretical model is derived from previous studies and is analyzed and developed using structural equation modeling techniques. Several theoretical findings from previous studies are confirmed but there are new findings concerned with important indirect effects on the learner's attitude caused by (a) the extent to which the BELS provides flexible access to instructional/assessment media (System Functionality); (b) the individual's ability to use language as a studying tool (Language Capability); and (c) the extent of the interactions among students and faculty (Interaction). Each of these indirect effects operates by directly increasing the individual's belief that using the BELS is easy (Perceived Ease of Use) which in turn produces an improved attitude towards the BELS. Also, System Functionality has an important indirect effect on the learner's attitude to the BELS by increasing the learner's perceptions that the information and the manner in which it is presented in the BELS are appropriate (Content Feature), which then produces a definite improvement in the learner's attitude to the BELS. Based on the theoretical findings, a hierarchy of practical objectives and associated actions are suggested for improving the learner's attitude toward the BELS. These practical implications are expected to be of interest to education professionals and BELS developers and the actions relate directly or indirectly to (a) increasing the extent of the interactions among students and faculty; (b) increasing the individual's perception that the BELS is easy to use; (c) improving the learner's language skills; (d) ensuring that the BELS provides flexible access to instructional/assessment media; and (e) ensuring the appropriateness of the information and its presentation in the BELS.

Purpose: The purpose of this study is to examine the causal relationship between saline intrusion and poverty in rural households in the Mekong Delta based on the 2018 Vietnam Household Living Standard Survey data. Design/Methodology/Approach: A sample of 344 rural households in the Mekong Delta is used to analyze the causal relationship between saline intrusion and poverty through income. This study employed the Ordinary Least Squares method and the oprobit model to investigate the causal relationship between saline intrusion and rural household income. Finally, this study estimates the impact of saline intrusion on poverty using different propensity score matching methods. Findings: 1) Saltwater intrusion has a significant negative impact on the income of rural households, making households more likely to fall into the lower income group; 2) Saltwater intrusion has a greater negative impact on the incomes of poorer households than non-poor households, while also having a negative impact on households with low education and farming; and 3) By reducing household income as well as income from farming activities, infiltration increases the risk of poverty for rural households and reduces the household's ability to escape poverty. Conclusion: This study demonstrates how saltwater intrusion affects household poverty by reducing income and raising the likelihood that households will fall below the Vietnamese government's designated poverty income threshold. [ABSTRACT FROM AUTHOR]

This study investigated listening strategies used by students in different listening tasks and situations in an English as a foreign language (EFL) context. Thirty EFL students in a university in Vietnam were recruited for the study. The study aimed to explore what listening strategies EFL Vietnamese learners at university level used and why and how they used those listening strategies. Using a mixed-methods approach, the study collected data from a listening strategy questionnaire and from individual interviews. The results indicated that social/affective strategies were used more frequently than metacognitive and cognitive strategies. The study further found that the students struggled to flexibly use strategies in orchestration. The results are discussed in light of the cultural characteristics and teaching and learning approach of the Vietnamese context. Implications for teachers and curriculum developers are given with the aim of enhancing the quality of listening instruction.

Objectives: Tuberculosis (TB) and drug-resistant TB (DR-TB) are national health burdens in Vietnam. In this study, we investigated the prevalence of rifampicin (RIF) and/or isoniazid (isonicotinic acid hydrazide, INH) resistance in patients with suspected TB, and applied appropriate techniques to help rapidly target DR-TB. Methods: In total, 1,547 clinical specimens were collected and cultured using the BACTEC MGIT system (Becton Dickinson and Co.). A resazurin microtiter assay (REMA) was used to determine the proportions of RIF and/or INH resistance. A real-time polymerase chain reaction panel with TaqMan probes was employed to identify the mutations of rpoB and katG associated with DR-TB in clinical isolates. Genotyping of the identified mutations was also performed. Results: A total of 468 Mycobacterium tuberculosis isolates were identified using the REMA. Of these isolates, 106 (22.6%) were found to be resistant to 1 or both antibiotics. Of the resistant isolates, 74 isolates (69.8%) were resistant to isoniazid (INH) only, while 1 isolate (0.94%) was resistant to RIF only. Notably, 31 isolates (29.24%) were resistant to both antibiotics. Of the 41 phenotypically INH-resistant isolates, 19 (46.3%) had the Ser315Thr mutation. There were 8 different rpoB mutations in 22 (68.8%) of the RIF-resistant isolates. The most frequently detected mutations were at codons 531 (37.5%), 526 (18.8%), and 516 (6.3%). Conclusion: To help prevent new cases of DR-TB in Vietnam, it is crucial to gain a comprehensive understanding of the genotypic DR-TB isolates. [ABSTRACT FROM AUTHOR]

Driven by health care reform and the advent of the private sector in the late 1980s, and by commitments made to the Association of Southeast Asian Nations (ASEAN), Vietnam is faced with a need to increase the regulation and training of its health care professionals. Previously, a diploma from an accredited health professional school was sufficient to practice for a lifetime. Legislation has recently been passed that will institute a licensing system, will require continuing medical education (CME) to maintain the license, and will probably place a large burden on the health professional schools and training institutes to provide CME. Supported by international nongovernmental organizations and foreign universities, the medical universities in Vietnam are responding and are preparing for their new and expanded role. (Contains 3 tables.)

This qualitative study examines parent-adolescent communication on sexual topics in Thai Binh province, Vietnam. Data were collected from 45 in-depth interviews and seven focus groups with parents and adolescents of high school age. Results indicate that parents were apprehensive when it comes to sexual communication. Parents warned their children about AIDS or becoming pregnant at a young age, and provided moral advice on male-female sexual relationships, but there was a lack of discussion on other sexual topics such as masturbation, homosexuality, or sexual identities and practices. Real-life examples coupled with media coverage of AIDS, unwanted pregnancy and abortion motivated parents to initiate sexual conversations with their children. Common barriers to parent-adolescent sexual communication included embarrassment among parents and adolescents, parents' beliefs that talking about sex would lead to sexual experimentation among adolescents, and parents' assumptions that they lacked sexual knowledge and communicative skills. There should be a concerted effort to ease cultural and social barriers through public discussions of sexual topics.

In 1992, even before a formalized agricultural extension system existed, the Farmer Field School was introduced in Vietnam as a farmer education methodology aiming at enhancing farmers' agroecological knowledge, critical skills and collective action to support sustainable agricultural development. Over the years, the model saw a wide range of applications and adaptations to serve different development needs, while preserving the underlying principles to capacitate, empower and organize farmers. The training experience has proven to be effective and is appreciated by farmers who benefit from learning to gather information, make informed decisions and manage their farms independently in a liberalizing and rapidly changing development climate. Despite convincing impact at the farmer level, the model has not been widely mainstreamed into the agricultural extension system, due to several reasons explored in this paper. Lessons learned should be more thoroughly evaluated and documented to influence future policy-making. (Contains 2 tables and 4 notes.)