Tạp chí của Bộ Giáo dục và Đào tạo
Pre-Service Mathematics Teachers’ Beliefs and Instructional Practices Regarding the Teaching of Mathematical Proofs
The beliefs and self-assessed instructional competences of pre-service mathematics teachers regarding the teaching of mathematical proofs play a crucial role in their professional development. This study involves a survey with 295 pre-service mathematics teachers from selected universities in Vietnam’s southern region, aiming to explore their beliefs and instructional practices regarding teaching mathematical proofs. Findings indicate that many pre-service teachers felt confident about basic proof concepts and methods, yet a substantial proportion reported insufficient knowledge of mathematical proofs and proof teaching, revealing internal contradictions in their self-perceptions. In addition, their self-assessed teaching competencies do not reflect their beliefs, especially in designing learning activities, organizing instruction, and assessing high school students’ performance. The gap between pre-service mathematics teachers’ beliefs and instructional practices is a core issue to address in current mathematics teacher training. The results yield important implications for mathematics teacher training and new research directions.
Event Marketing and Its Impact on Brand Loyalty - An Empirical Study on Vietnamese Higher Education Institutions
The stiff competition among higher education institutions (HEIs) has made brand awareness and brand loyalty significantly critical in HEIs’ marketing activities, promoting a higher enrollment rate. This study examines the impact of event marketing on brand awareness, brand image, and brand loyalty within HEIs in Vietnam. Using a quantitative research design, data were collected via an online questionnaire administered to 324 high school students who had participated in events hosted by Vietnamese universities before university admission. The proposed research model was tested using Structural Equation Modeling. The findings indicate that various dimensions of event marketing, including “sense, feel, think, act, and related experiences”, positively influence brand awareness, which in turn enhances brand image. Furthermore, brand awareness and image have a statistically significant and positive effect on brand loyalty. These findings provide HEIs and their stakeholders with valuable implications in formulating event marketing strategies effectively to attract and recruit prospective students.
An Investigation into the Application of Artificial Intelligence for Language Teaching and Learning in Vietnam
This study investigates teachers and students’ usage of artificial intelligence (AI) in language teaching and learning in Vietnam. Descriptive, correlational, and linear regression analyses are utilised to explore and compare perspectives of about 200 teachers and 700 students from eight universities in Vietnam on the usefulness of using AI in their teaching and learning of foreign languages. The findings show that there are very few differences in the views of both groups on the issue and that AI tools’ use for testing has the strongest impacts on language teaching and learning. However, teachers and learners’ AI competencies do not have any impact on their perceived usefulness of AI-powered tools. The study results are significant in the country’s discussion on how to use AI effectively for education in general and for language teaching and learning in particular.
The Role of Nonverbal Communication in Enhancing Reading Comprehension for EFL Students in Vietnamese Classrooms
Nonverbal communication, including gestures, facial expressions, eye contact, and body movements, serves as a valuable tool in English as a Foreign Language classrooms by reinforcing language comprehension and fostering an engaging learning environment. This study explores the role of nonverbal communication in enhancing reading comprehension among Vietnamese students learning English as a Foreign Language. A mixed-methods approach is employed, incorporating both quantitative and qualitative data gathered through observations and student questionnaires in the English as a Foreign Language classroom setting at a Vietnamese university. The findings indicate that gestures and facial expressions are particularly effective in aiding vocabulary comprehension and interpreting the emotional tone of reading material. Eye contact and body movements contributed significantly to maintaining focus and creating a supportive atmosphere that encourages student participation. These insights suggest that integrating nonverbal communication strategies into reading instruction can make language more accessible and relatable, enhancing students’ comprehension and engagement. This study underscores the importance of nonverbal cues in English as a Foreign Language pedagogy and offers recommendations for further research on nonverbal communication’s role across different language learning skills.
Using Genre-based Approach to Teach Business Email Writing in a Vietnamese University: Making Complaints
To equip students with necessary skills to join the global labor force, various ESP/ EOP courses have been provided in Vietnamese universities aiming at enhancing students’ business correspondence writing ability. As part of such an attempt, this action research study employs genre-based approach in teaching EFL business writing and investigates its effectiveness. Particularly, a system of moves and steps was utilised in the modelling stage to reinforce the generic structure of students’ complaint emails. Data were collected through pre-test, middle test, post-test and a questionnaire to assess students’ writing progress and their attitudes toward the teaching approach. The results show that the genre-based approach fosters students’ writing competency, the teaching moves and steps support them to better grasp the target mail’s structure. The students also made better choices of linguistic features in writing though they still needed more time to express their ideas really flexibly. The findings also highlight students’ positive reactions to the genre-based approach application. This study provides compelling evidence for both the pedagogical value of this approach and areas requiring continued attention in EFL writing instruction.
Using TV Shows to Improve Grade 10 Students’ English Listening Comprehension at a High School in Hanoi: An Action Research Project
Motivated by the challenges Vietnamese high school students face in understanding authentic spoken English, this study investigated the integration of TV shows into Grade 10 English lessons at a high school in Ha Noi. Many high school students struggle with listening comprehension due to limited exposure to natural speech, varied accents, and real-world conversations. Traditional methods often rely on scripted dialogues, which do not fully prepare learners for authentic communication. This study followed an action research framework, incorporating planning, implementation, observation, and reflection over an eight-week period with 30 participants. A mixed-methods approach was employed to evaluate improvements in students’ listening comprehension and examine their attitudes toward this method. Data were collected through pre- and post-tests, surveys, and interviews to evaluate improvements in listening comprehension and student attitudes. The findings showed significant progress in students’ ability to understand main ideas, recognize specific details, and interpret different accents, indicating an overall improvement in listening comprehension. Additionally, students expressed positive perceptions of TV shows as an engaging and motivating tool for language learning. This research contributes to the application of multimedia in English education and provides insights tailored to the Vietnamese high school context.
Education for Sustainable Development Awareness, Attitudes, and Actions: A Quantitative Study of In-service Teachers in Vietnam
In the context of growing global and national efforts to integrate sustainability into teacher education, understanding how teachers perceive and enact the Sustainable Development Goals is essential for strengthening education for sustainable development. This study investigated the awareness, attitudes, and actions of 158 Vietnamese in-service teachers across the economic, social, and environmental domains of the Sustainable Development Goals. A 51-item questionnaire grounded in UNESCO’s learning objectives for the 17 Sustainable Development Goals was administered using a four-point Likert scale, and the mean interpretive scale adapted from Alico and Guimba (2015) was used for interpretation. Data were analyzed using descriptive statistics, Pearson correlation, and one-way ANOVA in SPSS 26. Findings revealed high levels of awareness and attitudes, but only moderate-to-high levels of action. The lowest scores were observed for for Sustainable Development Goal 10 in awareness, Sustainable Development Goal 5 in attitudes, and Sustainable Development Goal 14 in actions. Although awareness and attitudes were strongly correlated, their associations with actions were considerably weaker, indicating a persistent attitude-action gap. No significant differences were found across gender or teaching levels. These results highlight a clear knowledge-practice gap and suggest that teacher education programs in Vietnam should more explicitly integrate locally relevant sustainability issues, participatory pedagogies, and institutional support structures to translate teachers’ strong cognitive and affective orientations into consistent classroom practice.
Examining the Development of Classroom Assessment Competencies among Pre-Service Teachers: Focus Areas for Universities of Education
With the rapid advancement of digital technology and particularly artificial intelligence in education, technology-driven teaching and assessment methods are evolving at an unprecedented pace. To keep up with these developments, there is an urgent need to update classroom assessment competencies. The effective development of these competencies should begin with the training provided to students at teacher education institutions. This study employs a proposed measurement scale consisting of four competency domains: Assessment content knowledge (K); Classroom assessment practice skills (P); ICT and digital techniques in educational assessment (I); Ethics (E), to evaluate the classroom assessment competencies of 548 pre-service teachers. The findings revealed significant gaps in the assessment competencies of prospective teachers, particularly in the domains of classroom assessment practice skills and the use of ICT in assessment. These insights provide a strong foundation for recommending improvements to teacher education programs and policies, aiming to better prepare teacher students with essential skills required for effective classroom assessment in the digital age.
Teachers’ Perceptions of Culturally Responsive Teaching in International Programs in Vietnamese Higher Education
This article explores teachers’ perceptions of culturally responsive teaching (CRT) within international programs in Vietnam’s universities. In-depth interviews were conducted with 26 teachers from 13 international programs across 8 universities. The thematic analysis of the qualitative data revealed three key themes: promoting cultural diversity and ecosystem-based teaching approaches; contextualising curricula, teaching approaches, assessments and learning environments to ensure the relevance of international programs for students; and fostering equal positions between Vietnamese and foreign teachers, as well as between students in international and mainstream programs. These findings offer valuable insights for stakeholders in Vietnam’s higher education system, highlighting the need to support educators’ professional development in applying CRT effectively within a highly internationalised education.
Exploring Vietnamese Pre-Service Teachers’ Knowledge, Attitudes, Beliefs, and Teaching Intentions Regarding Climate Change
Climate change presents significant global challenges and is a top priority for many countries, including Vietnam, in achieving sustainable development goals. Teachers’ perceptions of climate change strongly influence their teaching and ability to inspire students to take actions. This study examines the knowledge, attitudes, beliefs, and teaching intentions of Vietnamese pre-service teachers regarding climate change through a survey of 468 participants from teacher education institutions nationwide. Research findings reveal that while pre-service teachers have some understanding of climate change, their knowledge remains limited. Although most express a willingness to act, their beliefs about climate change are often ambiguous and inconsistent. This study represents the first large-scale survey in Vietnam on this topic, providing implications for teacher education programs. Specifically, integrating climate change education as a mandatory course or shared module, incorporating experiential learning, ensuring access to updated research, and enhancing institutional support are crucial for strengthening pre-service teachers’ knowledge and confidence in educating about climate change.
Developing a Toolkit to Evaluate Listening Comprehension and Speech Use Abilities of Children Aged 12 to 36 Months
Children’s language development is crucial for play, learning, and communication. It is greatly significant for cognitive development, personality formation, and growth. Children’s language development is particularly thriving between the ages of 12 and 36 months, when they begin to communicate through social interactions in certain settings. The aim of this study is to develop a toolkit to evaluate children’s abilities between the ages of 12 and 36 months in terms of their listening comprehension and speech use skills. Data was drawn from an experimental process of the toolkit conducted on 303 children aged from 12 to 36 months from various regions in Khanh Hoa province, consisting of urban, rural and mountainous areas. The results demonstrate high internal consistency, criterion validity and toolkit reliability. This study has practical implications for pedagogical lecturers and students majoring in Early Childhood Education for teaching, learning and scientific purposes; for preschool teachers in assessing children’s language development, allowing them to choose appropriate content, methods, and educational forms to effectively support the children’s language development as well as for parents in evaluating their children’s language proficiency in order to proactively seek professional assistance if necessary.
Teaching ‘Qualitative Research Methodology’ Course to Quantitatively Oriented PhD Students: A Practical Action Research Study
This practical action research study reports how the doctoral-level Qualitative Research Methodology course offered by a Vietnamese university evolved over four years. Since the students were quantitatively oriented and of mixed disciplinary backgrounds, they struggled with the course immensely. In particular, they were highly skeptical of the qualitative research methodology. By assigning more discipline-appropriate reading materials and changing the material assignment mechanism over four intervention cycles, the students responded increasingly positively to the course and gradually overcame their prejudice against it. In addition, popular press books seemed to create a meaningful common space between the students and the instructor. While the interventions brought about more positive student learning experiences, the instructor found them painful, and some students remained skeptical of the course. This study is useful for those professors who teach research methods courses in Ph.D. programs, especially when the students struggle with the courses.
Training Research Skills for High School Students in Vietnam: A Case Study
This article presents a case study in Vietnam where a course on research skills was taught to outstanding high school students who are preparing to study abroad. The course is structured with training sessions that focus on key ideas in scientific research, reading and writing skills, and research projects in which students help complete a review article. The article investigates the possibilities of integrating such a course into the Vietnamese high school system, as well as the obstacles to implementation. The course embraces promise for growth as Vietnamese parents and students become more aware of the need for research skills despite facing obstacles such as time limitations and passive learning preferences. Vietnam and SouthEast Asia is a major market for student mobility, highlighting a strong demand for international higher education. More emphasis should be placed on courses that specifically equip secondary students with research abilities and overall college readiness skills. The noted difficulties can be overcome to deliver high-quality research skills courses for high school learners.
Challenges and Strategies in Managing Disruptive Behaviours: Insights from Vietnamese Novice EFL Teachers
Classroom management is crucial in fostering positive interactions and minimising disruptions to support student learning. However, it is common for novice teachers to face significant challenges in managing disruptive behaviours due to limited training and experience, impacting their teaching effectiveness and job satisfaction. In Vietnam, these challenges are heightened by the new competency-based curricula and students' limited opportunities to use English outside the classroom, which can reduce learner engagement and increase disruptive behaviours. This study explores the perceptions and strategies of Vietnamese novice EFL teachers in managing disruptive behaviours in secondary school classrooms. Using a qualitative design, data were collected from 14 novice teachers in secondary schools across Vietnam through reflective journals and semi-structured interviews. The findings indicate that novice EFL teachers frequently encounter disruptive behaviours, such as lack of concentration, chatting, incomplete homework, and off-task activities, which can hinder their teaching effectiveness. Additionally, the surveyed teachers primarily relied on teacher-centred strategies to maintain control, occasionally adopting student-centred approaches and, in some cases, passive strategies. The findings suggest some implications for enhancing classroom management training to combine theoretical and practical application, while also increasing support from experienced teachers and school administrators. Such support could equip novice teachers with the tools necessary for effective classroom management in EFL settings.
Connectivism in Language Education: What Does Literature Tell Us?
Connectivism has been widely mentioned in language education research to explain learning in networked and technology-rich environments. However, the literature remains difficult to interpret as a coherent evidence base, because connectivism has been used in different ways - as a learning theory, as a pedagogical orientation, or only as a descriptive lens). This article reviews what the literature reveals about connectivism in language education through a systematic scoping review with an evaluative synthesis. The analysis maps the learning ecologies where connectivism is most visible (e.g., LMOOCs, social media communities, blended online learning, and emerging AI-mediated contexts), and examines how studies operationalize “connections” (social interaction ties, resource curation, and platform/algorithmic mediation). Across studies, the most consistent reported outcomes relate to engagement, participation, learner agency, and digital literacies, while stronger evidence for measured language development is less common and often not well aligned with network indicators. Overall, the review suggests connectivism is currently more robust as a design rationale than as a tested explanatory theory in language education. The review concludes by outlining priorities for future research, focusing on clearer construct definitions, better indicator-outcome alignment, and comparative designs across ecologies.
From Numbers to Narratives: Becoming a Qualitative Researcher in the Global South
In this paper, I narrate my journey of becoming a qualitative researcher from the Global South. My transformation has been facilitated by five conditions: learning from fieldwork masters to value rapport and context; learning from diverse communities to embrace multiple interpretations and give voice to the marginalized; learning from key methodology literature to gain theoretical foundations; learning to navigate academic writing and publishing to develop resilience and persuasive skills; and learning to be authentic to transform myself as a researcher and human being.
Academic Program Evaluation: A Constructive Alignment Perspective
Evaluation is the core component of the cyclical process for academic program administration. This paper aims to investigate learners’ evaluation of the constructive alignment (CA), i.e. alignment of course learning outcomes, teaching and learning activities, and assessment tasks, of a Master’s program in Teaching English as a Foreign Language (TEFL) in a Vietnamese public university. As direct beneficiaries, learners and their feedback and recommendations are considered for proper actions regarding programs’ quality assurance (QA) and administration. To achieve its aim, the current research applied a descriptive mixed-methods study, using a questionnaire and focus group interviews to collect relevant information. Thirty-four graduates from the studied program answered the questionnaire, which was adapted from the program assessment framework by ASEAN University Network Quality-Assurance (AUN-QA). Twelve of these participants joined two focus group interviews, which helped to gauge in-depth understanding of the participants’ feedback and recommendations regarding curriculum development and implementation. The findings reveal that the participants were satisfied with the CA of the program, ranking it as ‘an example of best practices’ (an equivalent to the top second level of AUN-QA’s quality scale). It was, however, suggested that the CA should be enhanced to better serve the program’s quality assurance and administration.
Mathematical Problem Solving: Beliefs, Values, and Implications for Teaching and Teacher Education
Problem solving has become a central objective of mathematics education in many countries, yet instructional practice often continues to equate success with the rapid production of correct, well-presented answers. This perspective argues that an emphasis on correctness is insufficient to account for the nature of mathematical problem solving as an intellectual and cultural practice. Drawing on research in mathematics education, the paper highlights the crucial roles of beliefs and values in shaping learners’ engagement with non-routine tasks, their willingness to persist in the face of uncertainty, and their views of what it means to “do mathematics”. Beliefs about mathematics, learning, and self-capability interact closely with educational values such as whether speed or depth, outcomes or processes, and competition or collaboration are prioritised in classroom practice. These orientations influence not only how students approach problem solving but also the kinds of learners they become. The article further discusses how teachers and teacher education can support learners in thinking and working more like mathematicians, and illustrates how innovative pedagogical approaches - such as comics-based mathematical tasks - can integrate motivation, values education, and problem solving. It is argued that while correctness remains a necessary condition in mathematics, the cultivation of resilient, reflective, and humane ways of thinking through problem solving should be recognised as a key educational goal.
Negotiating Power and Teacher-leader Relationships: Evidence from Lower Secondary Schools in Central Vietnam
In education systems shaped by hierarchical traditions and collectivist cultural values, school leadership is not only exercised through formal authority but also through the everyday negotiation of relationships, trust, and professional legitimacy. This study examines how power dynamics shape teacher-leader relationship building in Vietnamese lower secondary schools, with attention to how principals navigate authority within a hierarchical and collectivist cultural context. Drawing on a post-structuralist lens, the research employed a qualitative multiple-case study design. Data were generated through semi-structured interviews with 18 participants (principals, deputy principals, and teachers) across three public schools. The findings show that hierarchy remains a strong structuring force, but authority is continuously produced and legitimised through relational and moral work. Principals combined formal decision-making power with relational strategies - such as recognition, informal dialogue, and community-building - to foster trust and collaboration, while simultaneously shaping the terms under which teacher voice and dissent could be expressed. Cross-case comparison further indicates that leadership practices were contextually negotiated, resulting in different configurations of hierarchical, hybrid, and more participatory approaches. The study contributes to educational leadership scholarship by offering a culturally grounded account of how authority and relationality intersect in everyday leadership practice, with implications for leadership development and policy design in hierarchical and collectivist education systems.
University Students’ Perceptions of AI Application in Writing Skills in Vietnam: A Systematic Review
Despite the growing integration of Artificial Intelligence in global education, AI tools fail to be broadly applied in Vietnamese contexts. This study aims to systematically review students’ perceptions regarding the application of AI tools in writing education in Vietnamese contexts to proffer some suggestions for effective AI use to support writing skills. The content analysis method was employed in a thorough analysis of three selected articles. The study concludes that Vietnamese university students’ perceptions have increasingly garnered attention from scholars in recent years, with mixed methods being identified as the predominant research approach in relevant investigations. The findings reveal that AI applications offer significant advantages to students, including enhancements in writing quality, increased writing productivity, and improvements in active learning engagement, as well as positive psychological effects. Nevertheless, the study also underscores challenges that participants face, particularly concerning the accuracy of AI-generated content and the tendency of over-dependence on these technologies, which could affect their overall writing skills development and critical thinking skills. The study recommends that universities in Vietnam invest in digital literacy, improve technological infrastructure, and establish clear ethical guidelines for AI integration in academic writing.
Designing and Evaluating the EVALLOS Model for Course Learning Outcome Attainment Measurement and Quality Assurance in Vietnamese Higher Education
Outcome-based education requires higher education institutions to provide evidence of Course Learning Outcome attainment that is transparent, consistent, and suitable for quality assurance and accreditation. In practice, course learning outcome reporting is often computed manually from assessment data, which can be time-consuming and difficult to audit across courses and assessment instances. This study proposes and evaluates a structured model to computing course learning outcome attainment using item-level assessment evidence and explicit item-to-course learning outcome mappings in a Vietnamese university context. The research study was conducted over two consecutive semesters using exam-team assessments (e.g., midterm and end-of-term assignments/papers) that included both score-based items and rubric-based evaluations. Accuracy was examined by comparing computed course learning outcome attainment results with instructor-validated spreadsheet calculations. The findings show close consistency with manual computation and improved traceability from course learning outcome attainment indicators back to assessment evidence, supporting more consistent outcome reporting for internal quality assurance and accreditation preparation. The study highlights the value of item-level course learning outcome attainment analytics as a practical foundation for strengthening outcome-based quality assurance in higher education.
Language Learner Engagement and Outcomes in Project-Based Learning: A Literature Review
Project-based learning has gained increasing attention in language education. As a learner-centred instructional approach, project-based learning has been confirmed effective in fostering engagement and enhancing real- world skills. To provide a comprehensive understanding of how project-based learning influences language learner engagement and learning outcomes, this literature review synthesises and analyses recent empirical studies examining the influence of project-based learning on student engagement and learning outcomes in both global and Vietnamese language learning contexts. Accordingly, the review analysed 39 empirical studies based in EFL/ESL contexts. Findings of the included studies indicate that project-based learning enhances student motivation, language competence, and collaborative learning while also fostering critical thinking and learner autonomy. However, most studies relied on short-term interventions and self-reported measures. Few studies have examined long-term impacts of project-based learning, as well as integrated skill development in this setting. The effects of project-based learning on language learners in higher education and in diverse cultural contexts have also been underexplored. Thus, this review contributes to the growing body of research by providing a deeper understanding of how student engagement develops in project-based learning contexts. The study highlights that future research agenda needs to further explore the long-term and broader impacts of PBL so that language teachers, curriculum designers, educators and policymakers can make more informed decisions about its implementation in Vietnam and other contexts.
Teachers’ Psychological Difficulties in Online Teaching: Research in some Middle and High Schools in the North and South of Vietnam
In the context of global educational digital transformation and the widespread shift to online teaching, teachers’ mental health has become a critical concern in both developed and developing countries. This study presents the research results on teachers’ psychological difficulties in online teaching at some middle and high schools in the North and South of Vietnam. The goal of the study is to explore the manifestations and factors affecting teachers’ psychological difficulties in a digital environment. Research results show that nearly 90% of the teachers faced psychological difficulties during online teaching. Psychological difficulties manifest in all three aspects: cognitive difficulties; emotional and behavioral difficulties. The findings indicated that 42.7% of the teachers experienced anxiety, 32.6% reported depressive symptoms, and nearly one quarter showed stress-related difficulties. There are subjective and objective factors that cause psychological difficulties in teachers during online teaching. Particularly, subjective factors have a stronger impact than objective factors. Among the factors affecting teachers’ psychological difficulties in online teaching, namely the level of stress, limitations in teachers’ online teaching competency; students’ poor sense of learning; self-assessment of the teacher’s difficulties in online teaching; network infrastructure for online teaching; overloading teaching content; teaching experience are the main and significant factors. Thus, from the perspective of digital transformation in education, it is clear that the internet infrastructure, teachers’ adaptive capacity and interaction in digital teaching environments greatly affect the psychological difficulties, even teachers’ mental health. The research results on Vietnamese teachers resonate with previous findings on teachers’ psychological difficulties in the world.
Transforming TESOL Practices through Cognitive Psychology: A Collaborative Action Research Study on Working Memory and Growth Mindset
The current collaborative action research investigates the application of cognitive psychology principles in enhancing language learning in secondary English classrooms. It emphasizes how teachers, with a better understanding of cognitive processes, can implement strategies informed by cognitive psychology to improve student learning outcomes. Focusing on a single teacher and a cohort of secondary school learners in Grade 7 over the course of one semester, the study integrates action research in promoting teacher critical reflection. Cognitive and educational psychology principles are translated into practical strategies related to course planning, syllabi, lead-in activities, feedback, and learning-focused assessments. The findings suggest that teacher understanding about cognitive and educational psychological factors such as attention, working memory and growth mindset can play a critical role in enhancing language learning. For students, these strategies lead to improved engagement, greater agency and test anxiety alleviation. For the teacher, a deeper understanding of cognitive principles provides greater control over the teaching process and facilitates the development of effective teaching strategies. This research underscores the critical and practical role of collaborations between researchers and TESOL practitioners in comprehending cognitive factors to effectively implement learner-centered teaching methods and activities, thereby cultivating a highly responsive and impactful learning environment.
Predatory Journals: How Should We Understand and Evaluate Them?
Predatory journals have emerged as a growing challenge to academic integrity worldwide, driven by increasing publication pressures and ongoing changes in scholarly publishing. Although numerous lists, warning signs, and checklists have been proposed to identify such journals, the lack of consensus and standardized approaches has created confusion among researchers and institutions. This paper is presented as an opinion piece that reflects on existing debates and practical experiences related to predatory publishing. Drawing on the literature and the authors’ analytical perspectives, the paper discusses common misunderstandings surrounding predatory journals and highlights limitations of list-based evaluation approaches. It argues for a more cautious, context-sensitive, and process-oriented approach to assessing journals, emphasizing transparency, peer-review practices, editorial governance, and publisher credibility. By offering reflective insights rather than empirical findings, this article aims to stimulate critical discussion and support more informed decision-making in journal evaluation.
Private Higher Education in Vietnam: History, Current Status, and Development Directions
Private higher education has become an increasingly important component of Vietnam’s higher education system, contributing to expanded access, institutional diversification, and workforce development. This study presents a structured literature review of the historical development, policy environment, current status, and future directions of private higher education in Vietnam. Drawing on scholarly publications, policy documents, and reports published between 1990 and 2024, the review synthesizes evidence using a thematic analytical framework. The findings suggest that private higher education has expanded significantly in response to higher education massification, policy reforms, and labor market demands. The sector has diversified academic programs and increased educational opportunities, but continues to face challenges related to governance, quality assurance, financial sustainability, and institutional reputation. The review highlights the importance of policy support, institutional capacity building, and internationalization in enhancing the long-term sustainability and competitiveness of the sector. By integrating historical, policy, and institutional perspectives, this study provides a comprehensive overview of the evolving role of private higher education in Vietnam and offers implications for future policy and practice.
English Vocabulary Learning among First Year Non-English Major Students: A Cross-sectional Study at a Private University in Vietnam
Learning a language inherently involves acquiring its vocabulary. However, developing a comprehensive vocabulary is a significant challenge for many language learners. This study aimed to assess the current situation and students' awareness of English vocabulary learning among first year non-English majors at Thanh Do University, Vietnam. A cross-sectional descriptive study was conducted with 347 students from five departments (Information Technology, Automotive Engineering Technology, Electrical and Electronic Engineering Technology, Economics and Law, and Pharmacy) from September to November 2024. The results revealed that 89.63% of the respondents recognized the importance of vocabulary, with 53.60% viewing it as “very necessary”. Despite this awareness, the students faced significant challenges in retaining and applying vocabulary in practical contexts. The primary barriers identified comprised lack of motivation (67.72%), limited study time (63.41%), and ineffective learning methods (e.g., rote memorization, used by 66.33% of students). Only 28.74% of students were motivated to improve their communication skills, with the majority (63.22%) focusing on enhancing academic performance. Additionally, 80.69% reported difficulty with long-term vocabulary retention, while 76.37% struggled with pronunciation. To address these issues, the researchers propose practical solutions such as diversifying teaching methods, incorporating modern learning tools, and creating more language practice environments both in and outside the classroom. These strategies aim to enhance vocabulary retention, application, and overall English proficiency, ultimately helping students meet academic and professional demands.
A Scoping Review on Psychological Capital and Its Impact on Academic Outcomes
Psychological Capital (PsyCap) is an emerging construct in positive psychology that has garnered significant attention in organizational and academic contexts. While extensively studied in workplace settings, PsyCap’s relevance in academic environments is increasingly recognized, as it influences students’ motivation, engagement, and academic success. This literature review synthesizes the conceptual framework of PsyCap, its components, antecedents, and consequences, and examines its impact on academic outcomes through a review of related empirical studies. Studies in the Scopus database were searched, and a total of 16 studies were included in this review. Drawing on studies employing cross-sectional and longitudinal designs, the review highlights PsyCap’s function as a mediator, direct predictor, and occasional moderator in linking psychosocial factors (e.g., teacher-student relationships, parent-child relationships, positive emotions, school climate, personality traits) to academic outcomes, typically measured by grade point average (GPA) or cumulative grade point average (CGPA). Grounded in theoretical frameworks such as Self-Determination Theory, Broaden-and-Build Theory, and Conservation of Resources Theory, the findings confirm PsyCap’s capacity to translate supportive environments into enhanced performance while mitigating challenges like stress and burnout. Theoretical implications extend PsyCap frameworks to educational contexts, while practical recommendations advocate for PsyCap-focused interventions, supportive relationships, and positive school climates. Policy implications emphasize curriculum integration and teacher training. Future research should prioritize longitudinal designs, diverse samples, and multi-method approaches to enhance causal inferences and applicability, reinforcing PsyCap’s transformative potential in optimizing student success.
Stakeholder Engagement in the Development of the General Education Curriculum for Language Arts and Literature in Vietnam (2022-2025)
Curriculum development is a complex process that requires the coordinated participation of various stakeholders both inside and outside of the school. Based on this reality, Kettunen (2015) proposes a stakeholder map for curriculum development, distinguishing between internal and external stakeholders. Drawing on local and international research regarding stakeholder involvement in curriculum development in general, as well as the practice of developing the General Education Curriculum for Language Arts and Literature from 2022 to 2025 (corresponding to the three school years of implementing the 2018 General Curriculum: 2022-2023, 2023-2024, and 2024-2025) in Vietnam, this article analyzes the extent of stakeholder participation in the curriculum development process, specially focus on the Needs Analysis phase within the ADDIE model. Therefore, this article provides several recommendations for effectively mobilizing stakeholder participation in the development of the General Education Curriculum for Language Arts and Literature at the upper secondary school level in the future.
A Journey of Method and Mindset: Embracing Qualitative Research in Education
This editorial introduces the Special Issue “Qualitative Journeys: Reflecting on Educational Research and New Horizons,” which brings together seven original articles that showcase the richness and relevance of qualitative inquiry in educational research, particularly in the Vietnamese context. The paper traces the historical development and global expansion of qualitative research, advocating for its reimagining as not just a methodological approach but a mindset - one that embraces complexity, context, and the lived experiences of educational actors. Despite its marginalization in policy and research environments dominated by quantitative paradigms, qualitative inquiry is receiving growing attention from Vietnamese researchers. The seven contributions are organized into three thematic strands: (1) theoretical advancement in qualitative methodology, including explorations of autoethnography and design-based research; (2) reflective accounts of conducting qualitative research, such as narrative inquiry and personal research journeys; and (3) contextual applications and emerging practices, ranging from digital storytelling and naturalistic inquiry to teaching qualitative methods in quantitatively oriented doctoral programmes. Collectively, these papers offer methodological insights, practical guidance, and critical reflections that aim to support a broader, more diverse engagement with qualitative research in education.