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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.
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.
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.
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.
Doctoral research projects require not only methodological expertise but also project management competencies that enable timely and effective progress. This study applies Andragogy to examine how Vietnamese PhD students conceptualize, apply, and experience challenges in developing research project management skills. A two phase qualitative design was employed, including systematic document analysis and semi-structured interviews with 15 Vietnamese doctoral students at universities in the southern Vietnam. The findings reveal that students typically acquire project management competencies reactively after encountering delays and that autonomy alone is insufficient without structured guidance. Prior professional experience supports adaptation, but a lack of mentorship, heavy workloads, and overly theoretical training remain barriers. Students consistently reported greater engagement when exposed to experiential and problem based approaches aligned with Andragogical principles. This study contributes by bridging adult learning theory and project management in doctoral education, an intersection rarely explored. It offers three practical implications: the need for early orientation, structured yet flexible supervisory frameworks, and milestone-based training tailored to research stages. These insights inform ongoing doctoral reforms in Vietnam and extend international debates on strengthening research capacity through Andragogical approaches.
This article presents a comprehensive approach to integrating constructivist teaching methods with the use of multimedia in mathematics education. The paper focuses on developing and applying a new concept: constructivist video clips, to create an effective tool that supports the teaching and learning process. By analyzing the theoretical foundations of constructivism and multimedia in teaching Mathematics, we established specific criteria for selecting and creating these video clips. The research also proposes several methods for teachers to produce these clips themselves. A key outcome of this study is the development of a pilot library of constructivist video clips for 10th-grade mathematics lessons, according to the 2018 General Education Program. Additionally, we designed suggested uses for these video clips in specific teaching situations. This research not only provides a theoretical framework but also offers practical potential, pioneering a new direction for applying technology in education. The constructed library of video clips serves as a crucial initial step, laying the groundwork for its further completion and expansion to cover the entire curriculum, ultimately contributing to greater effectiveness and engagement in mathematics learning for students.
This paper focuses on analyzing the status of the Russian language in Vietnam following the collapse of the Soviet Union (SU) in 1991. By drawing on a qualitative synthesis of 17 purposively selected secondary sources opted mainly for their direct pertinence to Russian language education in Vietnam and their coverage of the post-1991 period-the paper combines policy discourse analysis and historical comparison to examine the changing status of Russian. The findings first indicate that Russian has transitioned its function from a “language of power” to a “specialized language” operating within several core strategic areas. It is also suggested that the language’s decline in universal status was inevitable, stemming from the geopolitical crisis and the fundamental shift in the Vietnam-Russia cooperation model from “ask-and-aid” to “market-driven”. Nevertheless, Russian has successfully repositioned itself as a strategic linguistic asset, secured by the framework of the Comprehensive Strategic Partnership (CSP) and evident across three key domains: security-defense, energy-economy, and culture. Overall, the current status of Russian in Vietnam is qualitatively sustainable due to robust bilateral relations and high-level political commitments, yet quantitatively limited by its inherent difficult-ness and fierce competition from dominant global languages. Most importantly, the paper also highlights the need to design training programs that integrate specialized vocabulary, technical communication skills, and cultural understanding, closely linked to professional contexts and strategic applications.