Tạp chí Khoa học Trường Đại học Sư phạm Hà Nội: Khoa học Giáo dục
Tạp chí của Trường Đại học Sư phạm Hà Nội
COGNITIVE LEARNING ENGAGEMENT IN FOURTH-YEAR MEDICAL STUDENTS AT CAN THO UNIVERSITY OF MEDICINE AND PHARMACY: LEVEL AND RELATED FACTORS
Cognitive engagement is critical for enhancing learning effectiveness and professional competence among medical students. However, many remain passive due to constraints in motivation, individual capacity, and teaching methods. This cross-sectional analytical study assessed 300 fourth-year students at Can Tho University of Medicine and Pharmacy (academic year 2025). Results showed that 34.7% of students reported moderate, 33.4% low, and 31.7% high engagement. Classroom interaction, self-regulation, and coping strategies significantly influenced outcomes, while ethnicity had no effect. Personalized education and enhanced interactive learning are recommended to improve training quality. Tóm tắt. Tính tích cực nhận thức giữ vai trò then chốt trong việc nâng cao hiệu quả học tập và phát triển năng lực nghề nghiệp của sinh viên y khoa. Tuy nhiên, nhiều sinh viên vẫn thiếu chủ động do hạn chế về động cơ, năng lực cá nhân và phương pháp giảng dạy. Nghiên cứu này sử dụng thiết kế mô tả cắt ngang có phân tích trên 300 sinh viên năm 4 Trường Đại học Y Dược Cần Thơ, năm học 2025. Kết quả cho thấy 34,7% sinh viên có mức tích cực nhận thức trung bình, 33,4% thấp và 31,7% cao. Tương tác lớp học, tính tự chủ và thái độ đối phó ảnh hưởng đáng kể đến kết quả học tập, trong khi yếu tố dân tộc không có ý nghĩa. Nghiên cứu khuyến nghị phát triển giáo dục cá thể hóa và tăng cường tương tác học tậ
Đặng Thanh Hồng, Nguyễn Thị Hồng Duy, Lâm Thị Thúy Vân, Nguyễn Hữu Thông, Huỳnh Ngọc Thiện và Sơn Hiếu Nghĩa
BUILDING A TEACHING MODEL STEM PROJECT TO DEVELOP SCIENTIFIC RESEARCH CAPACITY FOR HIGH SCHOOL STUDENTS
This study proposes a STEM-oriented project-based learning model to develop scientific research capacity in high school students. The study employs three main groups of methods: Theoretical research - synthesizing and analyzing domestic and international literature on STEM education, project-based teaching and the development of scientific research capacity to establish thereotical framework for the model; Practical research - surveying teachers and students to evaluate the current situation and necessity for innovation; Data assessment and processing - using rubrics, checklists and student learning products, combining descriptive and inferential statistical analysis to verify the feasibility and effectiveness of the model. The study is expected to contribute to the theoretical basis and practical evidence for STEM project-based instruction, thereby enhancing scientific research capacity for students and meeting the requirements of the current general education innovation.
Nguyễn Ngọc Mưu, Nguyễn Thị Hằng Nga, Nguyễn Thị Bích Ngọc và Đỗ Đức Quế
THE SURVEY OF 10th GRADE STUDENTS' INTEREST IN LEARNING CHEMISTRY AT PHU BAI HIGH SCHOOL IN HUE: AN EXPERIMENTAL STUDY
Under the 2018 General Education Program in Vietnam, Chemistry has transitioned into an elective subject at the upper secondary level. Despite its importance, student enrollment has declined, largely due to perceptions of the subject as abstract and cognitively demanding. This study investigates the learning interest in Chemistry among 62 tenth-grade students at Phu Bai High School (Hue) and examines the influence of gender and academic proficiency. A 13-item questionnaire encompassing four components - emotion, value, understanding, and participation - was administered using a 5-point Likert scale. Data were analyzed using SPSS, employing descriptive statistics and the MannWhitney U test. The results indicate a moderate to high level of interest; while academic level significantly influenced self-perceived competence, gender showed no significant effect. These findings emphasize the necessity of experiential pedagogical approaches, such as animated visualizations and microscale experiments, to further bolster student engagement. Although limited in scope, this study provides a foundational basis for further research on Chemistry education in the Vietnamese context.
DESIGNING AND IMPLEMENTING A STEM-S LESSON ON THE TOPIC OF “MAKING FOLK TOYS” IN GRADE 4 TECHNOLOGY
This study designed and implemented a STEM-S lesson in Grade 4 Technology. STEM content was intentionally integrated with societal contexts and social issues, while the Engineering Design Process (EDP) served as the instructional framework. The theme “Making folk toys” was operationalized through a specific lesson on “Making paper mâché masks.” The experiment involved 54 fourth-grade students, divided into an experimental group (STEM-S instruction via EDP) and a control group (traditional teaching). Data were analyzed using a mixed-methods approach. The results indicated that the experimental group achieved significantly higher academic performance test scores and demonstrated greater learning interest and a deeper level of understanding compared to the control group. The study confirms the feasibility and effectiveness of implementing the EDP-STEM-S lesson in Primary Technology Education.
Lê Thị Bình, Nguyễn Thị Khánh Hòa, Lục Ban Thị Mai Hiên, Nguyễn Linh Trang, Ngô Thị Thuý Nga và Ngô Thu Thủy
AN ANALYSIS OF THE COMPONENTS OF METACOGNITION IN MATHEMATICAL KNOWLEDGE CONSTRUCTION
Metacognition plays a critical role in guiding, regulating, and monitoring teaching and learning processes. Despite its acknowledged importance, research focusing on metacognition in the process of knowledge construction remains relatively limited, partly due to the diversity of conceptualizations and the challenges associated with measuring metacognition. This study aims to analyze and clarify the metacognitive components inherent in the construction of mathematical knowledge. Adopting qualitative research, the study synthesizes relevant literature and incorporates classroom observations of constructivistoriented mathematics instruction at the primary level. The collected data were analyzed to identify students’ metacognitive manifestations during the construction of mathematical knowledge. Based on these findings, the study proposes a framework of metacognitive components in mathematical knowledge construction, comprising metacognitive knowledge and metacognitive strategies. These components are illustrated through a constructivist teaching situation involving the derivation of the area formula for a trapezoid in Grade 5.
RESEARCH ON THE FLIPPED CLASSROOM IN MODERN EDUCATIONAL DEVELOPMENT
Drawing on an analysis of the historical development and dissemination of the flipped classroom (FC), this study argues that the FC is the product of multiple educational theories. The article examines four theoretical strands: constructivism and social constructivism; cognitive load theory and multimedia learning; active and experiential learning; and Bloom’s taxonomy of cognitive objectives to explain the mechanisms underlying the phases of the FC. It also identifies practical challenges, including misconceptions during self-study when timely support is lacking, cognitive overload resulting from suboptimally designed materials, difficulties in coordinating group activities, and constraints on achieving higher-order thinking when learners’ preparation is insufficient. The analysis suggests that the effectiveness of the FC depends on alignment between theoretical foundations, pedagogical design, and implementation conditions. The study calls for clearer principles of material design, cognitive load management, and quality assurance in classroom coordination to support a cautious and well-grounded adoption of the FC in higher education.
A REVIEW OF MEASUREMENT PROPERTIES OF INTELLIGENCE ASSESSMENT TOOLS FOR CHILDREN
The purpose of this study is to systematically review and compare the measurement properties (reliability and validity) and application scope of five commonly used intelligence assessment tools for children: WISCV, SB-5, RPM, KABC-II, and UNIT-2. Using a systematic literature review combined with a comparative analysis approach, the study synthesizes and objectively evaluates academic evidence related to these five individual intelligence scales. The results indicate that WISCV, SB-5, and KABC-II are comprehensive tools with high reliability and validity, suitable for clinical diagnosis and specialized educational interventions. In contrast, RPM and UNIT-2 demonstrate advantages in large-scale screening and assessment of specific populations due to their nonverbal nature and cultural fairness. The study concludes that selecting the most appropriate tool should be based on specific assessment objectives, individual child characteristics, and contextual factors, while emphasizing the critical role of professional expertise in interpreting results.
Đào Minh Đức, Nguyễn Thị Huyền Châm, Nguyễn Thị Duyên, Nguyễn Thị Linh Dương, Tạ Thị Trà Giang, Trần Thanh Hà, Đặng Khánh Hà, Nguyễn Văn Học, Quách Thị Phương Lan và Nguyễn Thị Trà My
DEVELOPING A COMPETENCY FRAMEWORK FOR DIFFERENTIATED INSTRUCTION AMONG PRE-SERVICE FINE ARTS TEACHERS AT UNIVERSITIES
Competency in differentiated instruction is one of the essential professional competencies required of teachers to achieve the goal of developing learners’ qualities and abilities. The development of a competency framework for differentiated instruction among pre-service Fine Arts teachers is essential for enhancing the quality of Fine Arts teachers. Drawing upon theoretical research and expert consultation, the study proposes a competency framework consisting of six criteria and fourteen indicators, which comprehensively represent the component skills of differentiated instruction competence. Furthermore, the paper outlines the foundations, principles, and process for developing this competency framework for preservice Fine Arts teacher. The research results provide a foundation for universities to develop and enhance Fine Arts teacher education programs that meet professional standards and respond to the current demands of educational innovation.
FACTORS INFLUENCING VIETNAMESE EFL TEACHERS’ PROFESSIONAL DEVELOPMENT: A QUALITATIVE STUDY IN THE MEKONG DELTA
Given current global trends in education, professional development (PD) of English as a foreign language (EFL) teachers is paramount. In Vietnam, effective PD programs have become even more crucial because of various systematic and personal barriers. Grounded in Bronfenbrenner’s Ecological systems theory (1979), this qualitative study explores factors affecting Vietnamese EFL teachers' PD. Data were gathered from semistructured interviews with six EFL teachers. The findings reveal that personal motivation and self-directed learning were the significant drivers of PD, while financial constraints, limited institutional support, and misaligned policies impeded meaningful PD engagement. Furthermore, global trends and national policies present both opportunities and challenges for EFL teachers' PD. This study suggests that PD programs should be more practical, collaborative, and sensitive to their contexts and tailor-made to assist rural EFL teachers overcome challenges pertinent to them. The findings emphasize the need for flexible and accessible PD opportunities to facilitate EFL teachers’ professional growth.
E-LEARNING RESOURCES FOR CHINESE VOCABULARY LEARNING AT HANOI NATIONAL UNIVERSITY OF EDUCATION: CURRENT STATUS AND SOLUTIONS ỨNG DỤNG E-LEARNING TRONG HỌC TỪ VỰNG TIẾNG TRUNG QUỐC CHO SINH VIÊN TRƯỜNG ĐẠI HỌC SƯ PHẠM HÀ NỘI: THỰC TRẠNG VÀ GIẢI PHÁ
This study examines the current state of Chinese vocabulary learning among non-major undergraduates at Hanoi National University of Education and proposes appropriate E-learning solutions. A mixed-methods design was used, including a survey of 127 students with a 24-item Likert scale (Cronbach’s alpha = 0.904) and indepth interviews with seven lecturers. The analysis indicates that traditional approaches do not adequately support vocabulary memorization and contextual use, and that E-learning practices remain fragmented. While most students report frequent use of LMS based materials, a sizeable neutral group suggests unstable engagement. Lecturers prioritize tone correction, character structure and stroke order, and vocabulary usage, yet report a lack standardized digital resources and short formative assessments integrated into the LMS. Based on these findings, the paper proposes an E-learning resource package at three levels: institution, instructors, and students. The study provides empirical evidence and recommendations for building an effective digital learning environment in higher education.
Ngô Thị Khánh Chi, Nguyễn Thị Tuyết Mai và Nguyễn Thanh Huyền
CURRENT STATUS OF INTELLIGENCE QUOTIENT AMONG FIRST GRADE STUDENTS IN HANOI
The article presented the results of the assessment of the intelligence quotient (IQ) of firstgrade students at the beginning of the school year. The research sample consisted of 196 students from two primary schools in Hanoi: Sai Dong Urban Primary School (Long Bien District) and Dai Mo Primary School (Nam Tu Liem District). Data were collected using the Gille intelligence test in combination with the first-grade mathematics assessment. The study focused on assessing the intellectual capacity of firstgraders in five dimensions: spatial relationship establishment, generalization, analysis, synthesis and problem solving, and logical-abstract thinking. The survey results indicate that the majority of first grade students demonstrated IQ scores within the average to above-average range. Strengths were observed in spatial relationship skills and generalization ability, whereas performance related to synthesis and logical– abstract thinking was comparatively lower. In addition, statistically significant difference in IQ scores were found with respect to gender and school, while differences related to birth order were not statistically significant.
ORGANIZING EXPERIENTIAL ACTIVITIES TO DEVELOP DIGITAL CAPABILITIES FOR PRIMARY SCHOOL STUDENTS
Organizing experiential activities in primary schools is one of the effective ways to develop students’ digital capabilities for students. Through participation in practical situations, students use digital tools and platforms to solve ageappropriate problems. Such experiential activities support not only the acquisition of basic digital skills but also the development of digital thinking and the ability to apply technology in everyday contexts. The article presents the theoretical foundations and outlines a structured process for organizing experiential activities in primary schools to support the development of students’ digital capabilities.
INTEGRATING HISTORY EDUCATION INTO THE TEACHING OF CHILDREN’S LITERATURE READING COMPREHENSION IN VIETNAMESE PRIMARY SCHOOLS
Integrating history education into the teaching of children's literature reading comprehension in primary schools represents a pedagogically significant and culturally relevant approach. Rather than focusing on the memorization of historical facts, this approach emphasizes students’ emotional and imaginative engagement with history through symbolic characters, evocative narratives, and vivid imagery in literary texts. This paper presents theoretical foundations of interdisciplinary teaching, examines the current practices in selected primary schools, and proposes practical strategies for effectively integrating historical content into reading comprehension instruction. The proposed approach aims to support students’ understanding of historical knowledge while fostering an awareness of cultural heritage in alignment with the objectives of the 2018 General Education Curriculum in Vietnam.
ESTABLISHING A SYSTEM OF SINOVIETNAMESE ELEMENTS AND DESIGNING OF EXERCISES ON SINOVIETNAMESE ELEMENTS FOR GRADE 5 STUDENTS
The article establishes a system of SinoVietnamese elements for Grade 5 students based on a survey of Sino-Vietnamese elements found in Vietnamese language textbooks. The system comprises 500 elements, each categorized by pronunciation, corresponding Chinese characters, and meaning. These 500 Sino-Vietnamese elements were selected based on criteria such as high word formation potential, high frequency of occurrence in textbooks, and relevance for continued learning at lower and upper secondary levels. Based on this database, the article proposes a framework for designing exercises focused on Sino-Vietnamese elements for Grade 5 students. The exercise system is structured to address different cognitive levels: recognition (three types of exercises), comprehension (three types of exercises), and application (three types of exercises). A range of exercise formats is employed, including matching, sequencing, fill-in-the-blanks, true/false, multiplechoice, and short-answer questions. The proposed system of Sino-Vietnamese elements and the accompanying exercise framework serve as practical reference tools to support teachers and students in the teaching and learning of Sino-Vietnamese elements.
Nguyễn Thị Thanh Chung, Lê Hiền Mai và Nguyễn Kim Dung
PHÁT TRIỂN NĂNG LỰC VĂN HỌC CHO HỌC SINH LỚP 12 TRONG DẠY HỌC ĐỌC HIỂU TRUYỆN TRUYỀN KÌ THÔNG QUA CÔNG CỤ THANG ĐO
Literary competence is one of the two core competencies in Vietnam’s Language Arts and Literature curriculum. To develop literary competence in reading comprehension instruction in general, and in teaching the comprehension of truyền kì tales (strange tales) in particular, it is essential to employ effective assessment tools, among which measurement scales are of significant importance. Given the complex structure of literary competence and the challenges that truyền kì narratives pose for contemporary students, this study argues for the design and combined use of multiple assessment scales. Through a series of theoretical research methods, this paper proposes a set of scales to assess the attainment levels of literary competence when students read and comprehend truyền kì tales, including scales for background knowledge and genre awareness, analytical and evaluative reading ability, and students’ capacity for experiential and responsive engagement with texts. In applying these scales, teachers are encouraged to adopt flexibility regarding timing and context, while also transferring part of the assessment role to students through peer assessment and self-assessment of the constituent elements of literary competence.
TÍCH HỢP CÔNG NGHỆ SỐ TRONG DẠY HỌC NGỮ VĂN NHẰM PHÁT TRIỂN TƯ DUY PHẢN BIỆN VÀ SÁNG TẠO CHO HỌC SINH TRUNG HỌC PHỔ THÔNG
The 2018 General Education Curriculum emphasizes a shift from knowledge transmission to the development of learners’ qualities and competencies. Among these, critical and creative thinking are central, particularly in Literature education. This article investigates the integration of digital technology in literature teaching to foster critical and creative thinking for high school students. Digital tools, particularly artificial intelligence and online learning tools, can create flexible learning environments that support students’ active engagement with texts and encourage critical analysis and creative interpretation. However, the effective integration of technology requires pedagogical approaches that thoughtfully combine digital tools with established instructional practices. This study highlights the pedagogical value of such integration in enhancing teaching effectiveness and supporting the development of students' critical and creative capacities in contemporary educational contexts.
PROPOSING THE APPLICATION OF THE SQ3R STRATEGY IN TEACHING INFORMATIONAL TEXT READING COMPREHENSION AT THE HIGH SCHOOL LEVEL
Based on the theoretical reviewof the SQ3R strategyand the instructional requirements for teaching informational text reading in the 2018 General Education Curriculum for Literature, this article proposes an approach to applying the SQ3R strategy to the design of reading instruction activities at each instructional stage, with the aim of developing high school students’ informational text reading comprehension competence. Through pedagogical experimentation, the study provides initial evidence ofthe feasibility and effectiveness of the proposed instructional measures in supporting students' development of informational text reading comprehension. This study contributes to improving the effectiveness of teaching informational text reading comprehension in high schools according to the 2018 General Education Curriculum for Literature.
KÍ HIỆU HỌC NHƯ LÀ MỘT HƯỚNG ĐI KHẢ DỤNG TRONG DẠY HỌC ĐỌC HIỂU VĂN BẢN VĂN HỌC THEO ĐỊNH HƯỚNG PHÁT TRIỂN PHẨM CHẤT VÀ NĂNG LỰC
The article explores semiotics as a viable approach to teaching literary reading comprehension at the upper secondary level within a competency-based educational framework. Theoretically, it conceptualizes literary texts as open semiotic fields in which meaning is constructed through reading in relation to cultural dialogue and ideology. Pedagogically, it proposes practical principles and levels of application in school contexts. The study’s novelty lies in repositioning semiotics froma tool of textual analysis to a pedagogical methodology and in demonstrating its alignment with contemporary educational theories. The findings confirm semiotics as a flexible and sustainable approach that fosters students’ critical thinking and creative capacities.
VẬN DỤNG LÍ THUYẾT BỐI CẢNH TRONG NGHIÊN CỨU FOLKLORE ĐỂ DẠY ĐỌC TRUYỀN THUYẾT TRONG NHÀ TRƯỜNG PHỔ THÔNG
Building on folklore studies’ longstanding concernwith the socio-cultural functions of legend, this article critically reviews foundational scholarship on contextual approaches within folklore theory. On this theoretical basis, the authorsanalyze and systematize key elements of situational and cultural contexts that inform the creation, transmission, and interpretation of legend as a distinct folk narrative genre. Based on a review of the 2018 Vietnamese Literature Curriculum and an analysis of how legends are currently presentedin textbooks, the study proposes a contextualized pedagogical framework for teaching legend reading. The findings affirm the value of contextual approaches as an interdisciplinary methodology integrating literary studies, anthropology, and education, which not only reconstructs the cultural depth of legends but also enables new possibilities for preserving and revitalizing folk heritage in contemporary life.
Nguyễn Thị Diệu Khanh và NguyễnViệt Hùng
DESIGN AND IMPLEMENTATION OF AN AI TEACHING ASSISTANT FOR ENHANCING STUDENTS' SELF-STUDY IN 1OTH GRADE BIOLOGY
While AI applications in education are expanding, a baseline survey revealed that 60% of students (N = 184) expressed concerns that AI might impair their critical thinking. To address this, a six-component self-directed learning (SDL) competency model was employed to evaluate students’ SDL competence before and after learning with the AI teaching assistant (N = 223), with the most notable gains observed in “Inquiry and Questioning skills" (ΔM = 0.57) and “Strategic Study Plan” (ΔM = 0.38). Additionally, a customized AI teaching assistant for Grade 10 Biology was developed through a systematic five-step process to ensure strict alignment with the curriculum and academic accuracy. The tool was implemented in a high school setting utilizing the Human-AI-Human model combined with the Gradual Release of Responsibility (GRR) framework, transitioning students from teacher-led instruction to independent mastery. The pedagogical experiment results indicated significant improvements across all six SDL components, with the experimental class achieving a substantially higher midterm mean score (7.84) compared to the control class (6.97) with a large effect size (d = 0.86). These results reveal that a customized AI teaching assistant, especially when integrated within a structured pedagogical framework, acts as an effective learning scaffold that supports both SDL competence and academic performance.
SYSTEMATIC LITERATURE REVIEW AND BIBLIOMETRIC ANALYSIS OF EXPERIENTIAL LEARNING: AN ANALYSIS BASED ON THE SCOPUS DATABASE
Experiential Learning (EL) is a learner-centered learning pedagogical approach that emphasizes learning through hands-on experience and direct action, rather than the passive acquisition of knowledge from instructors or textbooks. Learners engage in handson activities, subsequently reflecting on, analyzing, and deriving lessons from those experiences to build knowledge and skills. This study adopts a bibliometric approach to analyze 1,632 documents retrieved from the Scopus database, utilizing VOSviewer and the R package Bibliometrix to systematically examine research trends in experiential learning within the field of education from 1980 to 2024. The analysis identifies key research themes, leading authors, influential sources, and highly cited publications, while also examining publication output, growth trajectories, and the global geographical distribution of scholarly works on experiential learning in the field of education. The results indicate that the number of studies on this topic has increased significantly, especially between 2014 and 2024, and originating primarily from the United States and other developed countries, with scientific articles serving as the predominant format. Key research trends include technology integration, the application of virtual reality (AR), and digital simulations in education, particularly in STEM education.
APPLYING CENTRALITY MEASURES TO THE COURSE PREREQUISITE NETWORK ANALYSIS OF THE UNDERGRADUATE CIVIL ENGINEERING CURRICULUM
This study utilized graph theoretical analysis to examine the undergraduate curriculum of the Civil Engineering (BSCE) program at the university by constructing and evaluating its Course Prerequisite Network (CPN) representation. The curriculum is modelled as a directed graph with vertices denoting courses and directed edges connecting courses having prerequisite relations, and then analyzed using centrality measures, specifically, degree centrality, betweenness centrality, and eigenvector centrality, to identify pivotal courses that play critical roles in student academic progression. Using the Social Network Visualizer (SocNetV) software, the researchers constructed the CPN and examined the curriculum's structural relationships. The analysis revealed that CE Project 1 Laboratory (T-CEET413LA) consistently ranked highest across all centrality measures, establishing its primary role in the curriculum. Its position within the curriculum emphasizes its influence as both a capstone and a bridge course, connecting foundational subjects to advanced specializations. The findings provide curriculum designers, educators, and students with quantitative insights into course significance and sequencing, contributing to more coherent, efficient, and learner-focused academic planning within the civil engineering program.
SUSTAINABLE LIFESTYLE OF EDUCATION STUDENTS IN VIET NAM: CURRENT STATE OF AWARENESS AND PROPOSED EDUCATIONAL MEASURES FOR LEARNERS
Based on the Social Cognitive Theory (SCT), the article surveyed the perceptions of 813 education students. The research results indicate that for students today, there is still a certain gap between awareness and action in practicing sustainable lifestyles. Therefore, the main purpose of the article is to suggest some educational measures to promote sustainable lifestyles for education students in three main aspects related to the internal activities of the school, measures that can educate lifestyles from production and business models and finally, students' self-awareness of positive changes.
DEVELOPING HUMAN RIGHTS EDUCATION IN VIETNAM'S DIGITAL ERA: IMPLICATIONS FROM THE WORLD PROGRAMME FOR HUMAN RIGHTS EDUCATION, PHASE V
Digital transformation is profoundly reshaping society, offering vast opportunities yet simultaneously presenting significant challenges to human rights protection. Issues such as privacy, cybersecurity, algorithmic discrimination, digital divide, and accountability of artificial intelligence are becoming increasingly concerning. In Vietnam, this dynamic digital transformation demands timely and effective human rights safeguards in the digital environment. In this context, human rights education is crucial for empowering individuals and communities with knowledge, skills, and attitudes to navigate the digital space safely, responsibly, and with respect for human rights. This study employs document analysis and synthesis, drawing on legal documents, educational policies, UN reports especially Phase V, and academic literature to identify the context, challenges, and current state of human rights education in the digital era, and to propose practical solutions.
EXPLOITING PROJECT-BASED LEARNING APPROACHES TO FOSTER GLOBAL CITIZENSHIP EDUCATION IN LOWER SECONDARY CIVIC EDUCATION
In the context of increasing global interdependence and social complexities, Global Citizenship Education (GCED) has emerged as an essential educational orientation aimed at equipping learners with knowledge, skills, attitudes, and values necessary to engage actively and responsibly with global issues. Given its intrinsic connection to the formation of civic consciousness and social responsibility, Civic Education provides a suitable context for the integration of GCED content and competencies. Using document analysis, this study explores the project-based learning approach as an effective pedagogical strategy for promoting global citizenship education at lower secondary level. The paper focuses on proposing a process for designing project-based learning activities for GCED in Civic Education, emphasizing the alignment between learning objectives, interdisciplinarity, student agency, and the practical relevance of learning activities.
DEVELOPING AN ASSESSMENT TOOLKIT TO EVALUATE PRE-SERVICE TEACHERS’ ARTIFICIAL INTELLIGENCE ACCEPTANCE BASED ON THE TECHNOLOGY ACCEPTANCE MODEL (TAM)
This study aims to develop a measurement scale assessing AI acceptance among pre-service teachers, grounded in the Technology Acceptance Model (TAM) – an informative systems theory that explains how users accept and use a certain technology, and extended with a foundational component: conceptual understanding of AI. The proposed instrument comprises five components: Conceptual Understanding (CON), Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Attitude Toward AI (ATT), and Behavioral Intention to Use AI (BIU). The research employs an in-depth literature review method aimed at systematizing theoretical and practical concepts related to the Technology Acceptance Model (TAM) and the application of AI in education. A total of 50 items are developed through literature review. The study contributes to the expansion of the TAM framework in educational contexts and offers a measurement instrument applicable to teacher training programs and future research on AI integration in education.
STRATEGIES AND OUTCOMES OF SCIENCE TEACHER PROFESSIONAL DEVELOPMENT: A SYSTEMATIC REVIEW
This study explores the theoretical foundations of various models, approaches, and strategies for professional development in Science Education. The study identifies relevant models and strategies that contribute to professional growth through a systematic literature review. It highlights effective approaches that strengthen teachers’ knowledge, perception, and classroom practice. By integrating these strategies, the study aims to support Science teachers in adapting to educational reforms, fostering a more engaging and effective learning environment for students. The strategies employed in Science Teacher Professional Development (S-TPD) can be grouped into five main clusters: (1) Immersion Science experiences, (2) Technology-integrated approaches in S-TPD, (3) Collaborative structures in S-TPD, (4) Design-Based Research in S-TPD, and (5) Aligning and implementing science curriculum in S-TPD. Ultimately, the findings provide insights into designing professional development programs that address both instructional competence and the evolving needs of teachers in curriculum reform.
DEVELOPING GRADE 10 LITERATURE SCHOOL CURRICULUM THROUGH AN INTEGRATED APPROACH INCORPORATING EXPERIENCE AND CAREER ORIENTATION ACTIVITIES
The development of the school curriculum is one of the key tasks of modern education, aimed at effectively implementing the curriculum within specific pedagogical contexts. The application of integrated teaching in curriculum development is a new, appropriate, and feasible approach that both optimizes teaching time and ensures a coherent knowledge system. Based on a wide range of theories related to curriculum development, integrated teaching, and practical experiences in organizing integrated educational activities, this article proposes an integrated model of the school curriculum for the subject Literature – Experiential and Career-Oriented Activities with specific integrated topics for Grade 10 students. Accordingly, the article also outlines several implementation strategies for applying this curriculum model in teaching practice, with the aim of meeting the requirements of differentiation and career orientation at the upper secondary level.
DEVELOPING SECONDARY SCHOOL STUDENTS’ COMPETENCE IN UTILIZING GENERATIVE ARTIFICIAL INTELLIGENCE FOR MULTIMODAL TEXT WRITING
This study aims to develop students’ competence in utilizing generative artificial intelligence (GenAI) in writing multimodal texts in secondary schools. The study proposes a competency framework for GenAI application in students’ multimodal text writing, consisting of three basic dimensions: Foundational Understanding, Effective Interaction with GenAI, and Strategic Application in the Multimodal Writing Process. Additionally, the study develops three specific pedagogical solutions for application in secondary school teaching activities. These measures aim to equip students with foundational knowledge about multimodal texts and GenAI, hone their skills in interacting with AI tools, and integrate GenAI into the stages of the multimodal text writing process from preparation, information gathering, brainstorming, outlining, and writing to post-writing editing. The ultimate goal is to help students master GenAI tools and use GenAI appropriately in the process of writing multimodal texts, ensuring that they meet the requirements for multimodal text writing skills outlined in the 2018 General Education Curriculum for Language Arts.
DIGITAL COMPETENCES OF SCHOOL LEADER: A SYSTEMATIC REVIEW
In recent years, Information and Communication Technologies (ICT) have played a significant role in enhancing the quality of life. However, their integration and potential in the field of education remain in a developmental phase. In this context, the present study conducts a systematic review of the literature on the digital competence of school leaders from 2015 to 2024. The primary objective is to identify prevailing research trends and suggest potential directions for future inquiry. The review methodology follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. After applying inclusion, exclusion, and thematic relevance criteria to studies indexed in the Scopus database, a total of 24 publications were selected for analysis. The findings reveal that digital competence is a multidimensional construct encompassing strategic, pedagogical, technical, and ethical components. Competent digital leaders play a vital role in fostering teacher development, managing innovation, and aligning technology use with institutional goals. However, disparities in context, limited empirical studies from under-resourced regions, and fragmented frameworks remain persistent challenges. The review concludes by recommending future research to develop adaptable competence models, investigate emerging technologies such as AI in leadership, and evaluate the long-term effects of digital leadership practices.