Articles

In the context of global integration, Vietnam has implemented significant reforms in its English language teaching (ELT) to adopt modern teaching methods and improve learners’ communicative competence. The effectiveness of these reforms largely depends on teachers’ ability to adapt their teaching practices. This paper reviews EFL teachers’ cognitions and practices of professional development in the context of curriculum reforms in Vietnam. Adopting a systematic review approach, the study utilizes keyword-based searches across major academic databases (such as ERIC, JSTOR, Google Scholar and EBSCO). The study selects 21 academic papers which were peer-reviewed, conducted in the context of Vietnam and published from 2017 to 2024 across various journals and international conference proceedings. The findings from these studies are analysed and synthesized in terms of teachers’ perceptions, the use of innovative teaching methods, integration of information and communication technologies (ICT), and assessment practices. Results indicate a complex relationship between teachers’ beliefs and their teaching practices, showing both alignment and discrepancies. Overall, the findings highlight the need for professional development programs that address teachers’ specific needs and challenges, aiming to bridge the gap between educational policy and what actually takes place in the classroom.

This article analyses the current state of early educational intervention for children with disabilities at private special education centres using a participatory approach. The study was conducted at 18 centres in 5 provinces representing different regions of the country, employing a combination of questionnaire surveys, in-depth interviews, and observation. The results show that the centres have established relatively complete procedures for diagnosis, planning, and intervention implementation; however, parental involvement is limited, the level of personalization in plans is not high, coordination between families and centres is inconsistent, and post-intervention monitoring is not standardized. Based on this, the article proposes specific solutions to enhance stakeholder participation, improve family-school coordination, and refine post-intervention evaluation mechanisms, contributing to increased effectiveness and sustainability of early childhood education interventions in private institutions in Vietnam.

The advent of artificial intelligence (AI) has opened up not only useful learning tools for students but also a whole new horizon for teachers. However, there are also many hidden aspects of using AI in education that we don’t fully understand. This study, conducted at FPT University with 17 English lecturers, investigated whether lecturers were willing and flexible in applying AI to teaching academic writing in English. This is a qualitative study, focusing on understanding the thinking and habits of using AI in building academic writing lesson plans. The results show that, although most lecturers are familiar with common tools such as ChatGPT or Grammarly, the use of AI in the classroom is still limited and only goes as far as correcting grammar errors. More importantly, the study also reveals a significant gap that needs further exploration regarding the awareness of using AI among some lecturers who currently feel they are not yet proficient with the technology. Furthermore, ethical concerns regarding the use of AI also pose potential risks to academic integrity, as students are currently unaware of the consequences of over-reliance on AI in academic writing. This study applies the AI-TPACK assessment framework to gather in-depth empirical insights into the challenges of integrating artificial intelligence into writing instruction in higher education. The results show that effective AI integration requires faculty to have a strong grasp of pedagogical theory, the ability to assess the learning environment, and thus make the most appropriate choices to create the most holistic learning space. In addition, supportive policies from the university and professional training sessions on the use of AI tools also play a significant role in improving the quality of university teaching today.

Artificial intelligence (AI), is entering schools at the same time as many education systems are asking teachers to enact competency oriented and learner-centred reform. These developments affect more than classroom technique. They touch teachers’ professional identity: how teachers understand their expertise, exercise judgement, sustain care, and remain accountable for children’s development in changing institutional and technological conditions. This literature review synthesises scholarship on primary teacher professional identity across personal, organisational, and technological dimensions. The review draws on empirical studies, systematic reviews, theoretical works, academic books, and authoritative policy documents. The results show that primary teacher identity is formed through the interaction of self efficacy, motivation, agency, emotion, care, leadership, collaborative professional culture, and critical engagement with AI. AI is analysed as a socio-technical condition that can support teachers when it reduces routine work, extends access to resources, and enables professional reflection, but can also weaken autonomy when it standardises judgement, intensifies surveillance, or obscures ethical responsibility. Sustainable AI integration in primary education requires more than technical training. It requires identity-sensitive teacher education, instructional leadership, communities of practice, and human-centred governance that protect the relational, developmental, and moral purposes of primary teaching.