ASSESSING INFORMATION LITERACY OF SECONDARY SCHOOL TEACHERS IN HANOI IN THE CONTEXT OF EDUCATIONAL DIGITAL TRANSFORMATION

Abstract

undergoing fundamental changes, placing increasingly high demands on the information literacy (IL) of the teaching workforce. This study focuses on analyzing differences in IL based on personal and professional characteristics such as gender, age, educational attainment, teaching level, geographic area, and school type. A quantitative research method was employed, using a cross-sectional survey design conducted with 147 secondary school teachers in Hanoi. Data were collected through a structured questionnaire based on an internationally recognized IL scale, adapted to fit the Vietnamese educational context. The findings indicate that the overall IL level of teachers in Hanoi is relatively good; however, only 2.0% of participants demonstrated an excellent level, while 26.5% remained at a low level. Educational attainment was found to have a significant impact on overall IL, particularly in areas such as technology application and adaptability to instructional challenges. Other factors, including gender, age, and location, showed limited influence. These disparities highlight the urgent need to develop IL training programs tailored to the specific characteristics of different teacher groups. The study also aims to propose capacity-building strategies to enhance teachers' IL in the digital era.