VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

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number: /2026 CIT number: 0 Number of views: 516
Exploring EFL Students’ Social Engagement across Task-based Reading Activities
The study aims to examine how students’ social engagement develops across a sequence of task-based reading activities and to explore the indicators through which this engagement is expressed during classroom interaction. The five-week study involved 66 second-year English-major students at a Vietnamese university who participated in five collaborative reading tasks. Data collected from questionnaires administered after each task and follow-up interviews with ten selected students were analysed using both quantitative and qualitative approaches. The questionnaire results show that students’ social engagement gradually increased across the task sequence and became relatively stable in the later tasks. The interview findings further indicate that students’ engagement was manifested through different forms of collaboration, including helping peers solve task difficulties, sharing and discussing ideas about the reading texts, and providing encouragement during group work. These findings may offer insight into social engagement in EFL reading by showing both how it develops across task-based reading activities and how it is expressed through practical support, shared textual understanding, and emotional encouragement. The study also suggests that task design may shape opportunities for social engagement when reading activities require peer explanation, textual justification, and mutual support.
number: /2026 CIT number: 0 Number of views: 667
Leadership of School-Family Partnerships with Low-SES Families: Case Studies from Two Primary Schools in Ho Chi Minh City
Grounded in Auerbach’s framework on leadership for school family partnerships, this study examines how leadership for partnerships is enacted with low socio-economic status (SES) families in Vietnam. It employs a qualitative case study design involving longitudinal fieldwork over two academic years at two primary schools in Ho Chi Minh City. Data collected from semi-structured interviews with 17 administrators and homeroom teachers, along with school and community observations, were analysed using deductive thematic analysis guided by Auerbach’s five dimensions of leadership. The findings reveal contrasting leadership practices. At Primary School X, informal leadership was exercised by veteran teachers, including grade-level leaders, whose professional authority and community ties positioned them as pivotal in guiding parent engagement. At Primary School Y, the formal school administration principal and vice-principals-actively mentored novice teachers in working with parents. Despite these differences, both schools reflected deficit views of low-SES parents’ capacities and selective structures of parent representation, which constrained opportunities for shared decision making. This study enriches Auerbach’s framework by demonstrating how formal and informal leadership roles are shaped by specific socio institutional conditions, while foregrounding the persistent tension between support and control in engaging low-SES families.
number: /2026 CIT number: 0 Number of views: 453
A Comparative Analysis of Governance Mechanisms and Quality Assurance in Transnational Higher Education: The Cases of China and Vietnam
This study conducts a systematic comparative review of governance and quality assurance in transnational higher education in China and Vietnam. Drawing on 55 Scopus-indexed articles and following PRISMA guidelines, the analysis employs a three-level applied policy framework (macro, meso, micro) to synthesise how both countries, as East Asian developmental states, regulate cross-border education. The findings reveal a marked divergence in theoretical orientations and governance models. Chinese scholarship, reflecting a “Strategic Macro Governance” model, relies heavily on macro-organisational theories-particularly Institutional Logic and Bourdieu’s field concepts-to explain state sovereignty and the regulation of knowledge flows. In contrast, research on Vietnam, indicative of a “Centralised Operational” model, predominantly focuses on meso-level internal quality assurance mechanisms and micro-level issues such as academic staffing. Both countries confront a “double barrier” of English-Medium Instruction, where students must simultaneously cope with language demands and disciplinary content within Confucian learning cultures. The review identifies a theoretical opportunity to transfer robust macro-organisational frameworks developed in the Chinese context to deepen policy governance analysis in Vietnam, thereby informing more strategic and transparent transnational higher education governance in emerging economies.
number: /2026 CIT number: 0 Number of views: 791
Debate Technique and Teacher Encouragement as Pedagogical Strategies to Enhance Speaking Confidence in Vietnamese College English as a Foreign Language Learners
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: 778
Developing Basic Calculation Skills for Students with Intellectual Disabilities Through Counting Strategies in Inclusive Settings

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: 583
Theoretical Issues in Mathematics Readiness Preparation for First Grade in Kindergarten Children

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: 1,621
Transform STEM Experiences into High-Quality Engineering Research Projects Aligned with VISEF/ISEF Standards

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: 615
Professional Development for Managers and Teachers in Early Childhood Education Institutions: Current Situation, Demands, and Solutions

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: 744
English-major Students’ Perception of the Impact of Cultural Barriers on Intercultural Communicative Competence

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: 836
Key Skills and Competences for Lifelong Learners in the Artificial Intelligence Era

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.