Articles

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.

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.

The use of code-switching (CS) has been increasingly acknowledged as an effective teaching approach in English as a Foreign Language (EFL) classrooms, especially for students with limited language proficiency. Yet, little is known about how learners in rural areas of Vietnam perceive this practice. This study investigates the perceptions of first-year non-English major students in the Mekong Delta regarding their teachers’ use of CS, with a particular focus on its pedagogical, affective, and sociocultural functions. An explanatory sequential mixed-methods design was employed, involving a questionnaire completed by 116 university freshmen (A1-A2 CEFR levels), followed by semi structured interviews with 13 purposively selected participants. Quantitative data indicated generally positive student perceptions of teachers’ CS, with the sociocultural function receiving the highest ratings, followed closely by pedagogical and affective roles. Thematic analysis of interview data supported these findings and revealed that CS was perceived as a helpful strategy for clarifying complex content, reducing anxiety, and contextualizing learning within students’ lived experiences. Students also emphasized the importance of balanced language use, recommending approximately 70-80% English and 20-30% Vietnamese instruction. Perceptions were influenced by factors such as proficiency level, prior English exposure, learning preferences, and long-term goals. The findings underscore the need for context-sensitive instructional practices and suggest that strategic use of CS may enhance learner engagement and comprehension in under-resourced educational settings. Pedagogical implications, limitations, and directions for future research are discussed.

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.