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number: /2026
CIT number: 0
Number of views: 185
This study investigates how structured debate and teacher encouragement contribute to speaking confidence among Vietnamese English as a Foreign Language (EFL) college learners. Conducted over 15 weeks with 80 students in two intact classes at a public college in Southern Vietnam, the study adopted a mixed-methods design combining speaking tests, questionnaires, and reflection journals. Quantitative analyses included paired-samples t-tests and regression modeling, while qualitative reflections provided complementary insights. Findings showed a substantial increase in speaking confidence from pre- to post-test (Cohen’s d = 1.27). Regression analysis indicated that debate (B = 0.429, β = 0.496, p < 0.001) had the strongest association with students’ post-test confidence, followed by teacher encouragement (B = 0.194, β = 0.211, p = 0.037). Debate was reported to help students construct arguments and manage peer interaction under pressure, while encouragement reduced fear of reprimand and fostered a safer classroom environment. Interactive tasks and individualized adjustments were positively perceived but not significantly correlated with confidence. These results highlight the value of participatory, constructivist strategies in fostering learner confidence. Limitations include the one-group pre-/post-test design, single-site sample, and the dual role of the researcher as instructor and assessor, although the post-test was rated independently with a high interrater reliability (ICC = 0.97). Future studies should employ multi-site, controlled designs with external or blinded raters and develop multi-item validated measures of encouragement and debate participation.
number: /2026
CIT number: 0
Number of views: 139
Basic calculation skills are essential for early mathematical learning; however, many students with intellectual disabilities experience persistent difficulties in mastering basic addition and subtraction. This study examined the effectiveness of structured counting strategies in improving calculation skills among first-grade students with intellectual disabilities in inclusive school settings. A 12-week intervention was implemented with eight students, supported by their classroom teachers, who received targeted training on five core counting strategies for addition and subtraction within 10. Instruction was delivered through individualized sessions using concrete and pictorial materials. Student performance was assessed before and after the intervention, and teachers’ use of counting strategies was also documented. Results showed substantial improvement in students’ calculation accuracy. Prior to the intervention, most students performed at very low levels (0-20% accuracy). After 12 weeks, five students achieved high proficiency levels (90-100% accuracy) in addition, and four students reached similar levels in subtraction. Strategies such as count-all and count-on from the first addend produced the greatest gains, while count-back remained the most challenging. Teachers also demonstrated increased frequency and flexibility in applying counting strategies. The findings suggest that explicit instruction in counting strategies can effectively support basic calculation development for students with intellectual disabilities and provide practical implications for teacher training and inclusive mathematics instruction.
number: /2026
CIT number: 0
Number of views: 171
The transition from preschool to primary education entails a critical shift from informal, play-based experiences to structured academic instruction, requiring careful preparation to ensure children’s readiness. Within this process, mathematics occupies a central role as both an abstract and practical discipline, characterized by logical rigor and precision while simultaneously offering indispensable tools for reasoning, scientific inquiry, and everyday problem-solving. Mathematical knowledge and methodologies not only support the acquisition of core mathematical competencies but also serve as foundational resources for learning across disciplines. Consequently, fostering mathematical readiness has become a pivotal objective of early childhood education. This article explores both theoretical perspectives and practical challenges associated with preparing kindergarten children for Grade 1 mathematics learning. Special attention is given to the foundational factors that shape children’s readiness, including cognitive, affective, and contextual dimensions. Methodologically, the study employs a comprehensive literature review of both national and international research to identify critical factors, highlight existing gaps, and synthesize effective practices. Based on this analysis, the article proposes a set of strategies aimed at equipping young learners to approach Grade 1 mathematics with confidence, curiosity, and enthusiasm, thereby contributing to a smoother and more effective transition into formal schooling.
number: /2026
CIT number: 0
Number of views: 472
STEM education has a strategic role in promoting innovation, digital transformation, and the development of high-quality human resources, while also contributing to the achievement of socio-economic development goals. Among various approaches, STEM research stands out as one of the three main methods addressing these objectives. However, practical observations reveal that guiding students in scientific research is still limited, underscoring systemic deficiencies in current teacher training and professional development programs. This paper explores and proposes a process for transforming students’ experiential activities into technical research topics proposing a resource-efficient methodological framework for project transition. It also evaluates the factors that influence the effectiveness of students’ research processes. The study utilizes a mixed-methods approach, comprising a survey of 350 students in STEM fields that incorporate modern technologies, observes participation in typical research topics, and interviews experts and experienced managers. The results indicate that the INSPIRE protocol meets the expected outcomes in guiding students from experiential learning to research. Findings identify two critical determinants of research success: the strategic integration of AI and the configuration of the learning ecosystem. Educational leaders and instructors should focus on creating environments and policies that support genuine academic research, thus fostering a dual-value proposition: advancing community-centric technical solutions while cementing the student’s identity as a novice researcher.
number: /2026
CIT number: 0
Number of views: 176
This paper presents the research results on the current situation, demands, and solutions for the professional development of managers and teachers at Vietnam’s early childhood education institutions. The study was based on a survey of 7349 managers and teachers across 63 provinces and cities, employing a combination of qualitative methods (focused in-depth interviews, workshops, and group discussions) and quantitative methods (questionnaire survey). The findings indicated that most managers and teachers value the comprehensiveness and relevance of the issued regulations and guidelines; however, specific challenges have remained in their practical implementation. The research also showed that professional development has enhanced the knowledge and skills to meet job requirements. The most effective forms of training are concentrated sessions combined with distance learning, especially in the stage of digital transformation. However, challenges persist, particularly concerning the organization of training programs, timing, contents, and instructional materials. The article also highlights the need for early childhood managers and teachers to enhance their knowledge and practical skills in order to meet pedagogical and professional requirements in the context of educational reform; therefore, some solutions are recommended to improve the effectiveness of professional development, meeting the demands for enhancing professional competence and early childhood education reform.
number: /2026
CIT number: 0
Number of views: 237
Intercultural communicative competence (ICC) is a crucial skill for English-major students in today’s globalized world. This study investigates the intercultural communicative competence of English major students by examining their self-perceptions and the cultural barriers that hinder its development. Guided by Chen and Young’s (2012) ICC model, the research focuses on three core dimensions of ICC: cognitive, affective, and behavioural, integrating insights from existing literature to contextualize and interpret the findings. While ICC fosters adaptability and effective communication across cultural boundaries, students often face challenges such as fear of making mistakes, limited exposure to multicultural environments, language difficulties, cultural bias, and stereotypes. A quantitative research design was employed, using a 30-item questionnaire to collect data from 60 participants. The findings provide insights into students’ awareness of cultural obstacles and how these challenges affect their intercultural interactions. The study also offers practical implications for educators and curriculum designers in developing strategies to enhance students’ intercultural competence. By addressing these issues, the research contributes to improving English language education and preparing students for academic and professional success in multicultural environments.
number: /2026
CIT number: 0
Number of views: 284
This article identifies and conceptualizes key competences essential for lifelong learners to engage critically, ethically, and effectively within AI mediated environments. In the age of artificial intelligence (AI), lifelong learning must be reimagined to meet the demand for multi-dimensional competences. This study moves beyond traditional skill-based frameworks by highlighting critical awareness, relational intelligence, and future-oriented responsibility as key competencies. Grounded in connectivism, affordance theory, and transformative learning, this study conceptualizes Human-AI learning interaction across three interconnected domains including grounding personal agency, navigating human-AI relationships, and envisioning transformative futures. Methodologically, the study is informed by a comprehensive synthesis of theoretical literature, policy documents, and recent empirical research across education, technology, and lifelong learning. The article contributes a theoretically grounded and forward-looking model to inform lifelong learning policy, pedagogy, and learner development in the AI era.
number: /2026
CIT number: 0
Number of views: 386
The study aimed to explore effective strategies to enhance students’ reading habits at Dechencholing Higher Secondary School. Quantitative data were collected from 54 participants, while qualitative data were gathered from 12 interviewees, including students from Classes X A and E. Descriptive statistical analysis was used for the quantitative data, while the qualitative data were analyzed thematically. Following the baseline data analysis, two intervention strategies were implemented: Our Time To Enjoy Reading (OTTER) and Self-Indulgence. These strategies were applied to both classes over nine weeks. The findings indicate that these strategies significantly strengthened and elevated the students’ reading habits. Furthermore, the study revealed that students could spend more than one hour reading with proper interventions. However, the study recommends allocating specific time during class hours and formulating a strong policy to promote reading before students can consistently develop the habit.
number: /2026
CIT number: 0
Number of views: 560
Language is a very powerful tool in the classroom. It has the power to build or destroy students both emotionally and psychologically. The present study investigated the teachers’ use of language on students’ emotion. The study employed convergent mixed methods guided by a pragmatic paradigm. The data were collected through survey, interview and classroom observations from three schools in Samtse dzongkhag (district). Quantitative data were analysed using SPSS version 23, and thematic analysis was used to analyse qualitative data (Braun & Clark, 2018). The finding revealed that positive language used by teachers have a positive impact on students’ emotions, as well as their behaviour, motivation, and cognitive abilities. In contrast, the teacher’s negative use of language has a detrimental impact on the students’ emotions, conduct, and cognitive ability. The findings also highlighted that student prefer polite language. Based on the findings, it was recommended that teachers must be aware of the importance and necessity of using positive language. Without this consideration, schools may produce students who are emotionally, psychologically or cognitively unsound.
number: /2026
CIT number: 0
Number of views: 429
This article examines the theoretical basis and potential applications of artificial intelligence (AI) in station-based learning for primary education in Vietnam. Using a literature review approach, relevant studies on AI in education and station-based learning were collected, analyzed, and synthesized to identify trends, benefits, and challenges. The analysis highlights AI’s capacity to support teachers in designing lesson plans, personalizing learning tasks, creating interactive learning stations, and monitoring students’ progress within station-based learning. These functions are considered in relation to the requirements of Vietnam’s 2018 General Education Program. The paper also identifies barriers to effective implementation, including limited infrastructure, insufficient teacher training, and concerns regarding ethics and data privacy. Recommendations are proposed to enhance feasibility and sustainability, including developing localized AI tools tailored to the Vietnamese curriculum and station-based learning, investing in technological infrastructure, strengthening teachers’ digital and pedagogical competencies, and establishing legal frameworks for ethical AI use. By clarifying opportunities and constraints, the study contributes to the theoretical foundation for integrating AI into station-based learning. It emphasizes the need for context-appropriate applications that promote autonomy, creativity, and inclusivity in primary classrooms while ensuring alignment with national educational reform.