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This study explores the practical application of online applications in innovating the organization of teaching activities within public schools in Hue City, Vietnam. The research investigates the nuanced dynamics of execution and efficiency in using online applications across various teaching categories. The study employs a systematic approach to participant selection using stratified sampling based on geographical criteria to ensure representation from both the northern and southern regions of the city. A total of 192 teacher survey questionnaires were distributed focusing on the execution and efficiency of online applications in categories such as warm-up activities, knowledge building, review and consolidation, practice activities and testing and assessment. The commitment to data quality is demonstrated by the high response rate with 187 valid questionnaires collected (97.3% of the expected sample). Statistical analyses including mean scores, standard deviations and correlation coefficients were employed to provide a comprehensive evaluation of the current state of online application integration in teaching activities. The findings reveal varying levels of execution and efficiency across different teaching categories emphasizing the need for targeted improvement strategies. Strong positive correlations were observed in specific categories such as practice activities highlighting a consistent association between effective execution and efficiency. The study contributes valuable insights to the discourse on technology integration in education, offering recommendations for teachers, administrators and policymakers seeking to optimize the impact of online applications on teaching practices in the Vietnamese educational context.

Cultural behavior is important in creating a favorable environment for teaching and learning activities. The current study examines teachers' and students' assessment of cultural behavior education among high school students. There were 394 participants who completed the survey-55 teachers (14%) and 339 students (86%). Teachers' assessment of the manifestation of cultural behavior had mean scores from 1.53 to 4.05; all the mean scores of the methods and forms of cultural behavior were above three. This study examines all the mean scores of the teachers' assessments of the requirements of cultural behavior that are greater than four. In addition, all mean scores of teachers' assessment of the efficiency of cultural behavior outcomes were above three. Teachers must actively study, cultivate, and improve their professionalism and carry out the responsibility of educating students regarding cultural behavior. Creating a culture of respect, kindness, and responsibility in the classroom and establishing guidelines for teachers, staff, and students are some suggestions proposed for high schools to form cultural behavior among students. Teachers and staff must exhibit model behavior and be approachable and friendly to students. Initiatives both inside and outside the school should be organized to influence student conduct. Positive interactions between the family and school are necessary, thus teachers must maintain contact with families all year round, not only when issues develop. [ABSTRACT FROM AUTHOR]