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There were three vegetation types in blowing sand dunes of Mui Ne, Phan Thiet city, Binh Thuan province; native sand binding grasses type, mix species of native grasses and low shrub type and evergreen trees biome in coastal sand dune type. Group of dominant typical species were identified in each vegetation type in which three significant canopy layers were confirmed with evergreen trees biome in coastal sand dune type. The similarity among different vegetation types was evaluated, Sorenson’s index (S) showed that similarity of species in the vegetation types native sand binding grasses and mix species of natuve grasses and low shrub is 0.61, Shannon index (H’) for all three types is low but the highest come from evergreen trees biome in coastal sand dune type (H’ = 0.17 for trees and 0.06 for vines and shrub species. Results and lessons learned from this study are referred to conservation and ecological restoration activities.

Information and Communication Technology (ICT) has created ample distance learning opportunities during the Covid-19 pandemic. That also makes a requirement for transformation in education and teacher training. ICT competence is considered a part of pre-service teachers' professional competencies that apply technology in teaching and assessing students. This study aimed to determine the ICT competence level of student teachers by using ICT self-assessment surveys and find out the factors that affect student competence. The ICT competence structure was built based on four ICT skills frameworks containing 05 components: Using computers, using teaching and assessment applications, Using Internet resources, using peripheral devices, Communicating on an online platform. 289 pre-service teachers have participated in the survey. They self-assessed their ICT competence and answered the questionnaire about their training activities at university. The data was analyzed using the PLS-SEM method and found the positive impacts of infrastructure and learning activities on pre-service teachers' ICT competence. Received: 8 February 2022 / Accepted: 29 March 2022 / Published: 5 May 2022

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