Many researchers believe that using technology to improve educational quality is one of the things that should and must be done (Mustapha et al., 2020). However, it should be emphasised that in order to optimise the function of the application of new technical features, it is required to increase users’ technological skills. In other terms, its users’ ability. One of the factors influencing the success of teaching and learning methodologies is the human factor. Before putting a new technology into a specific educational setting, a standard scale for recognising and evaluating the user factor is also required (Mardiana, 2020). The purpose of this study is to investigate the flexibility and readiness of teachers in various countries to incorporate technology into universitylevel teaching contexts, with the goal of drawing experience and lessons from research in order to evaluate university lecturers’ and Vietnamese teachers at all levels’ abilities to incorporate technology into the classroom.