Tạp chí của Trường Cán bộ quản lý giáo dục Thành phố Hồ Chí Minh
APPLYING THE PDCA CYCLE TO THE MANAGEMENT OF EXPERIENTIAL ACTIVITIES: A CASE STUDY OF PRIMARY SCHOOLS IN TANG NHON PHU, HO CHI MINH CITY
This article analyzes the current state of managing experiential activities for primary students in Tang Nhon Phu Ward, Ho Chi Minh City, based on the PDCA cycle. Using survey questionnaires and interviews with 164 administrators and teachers, the findings indicate that schools perform well in planning and implementation, particularly in personnel assignment and content definition. A significant finding indicates that the PDCA cycle in managing experiential activities has not been operated in a balanced manner, reflecting a tendency toward administrative-oriented management rather than quality management. This study contributes to clarifying systemic bottlenecks in managing experiential activities at the primary level, thereby suggesting directions for improvement to enhance educational management effectiveness.
NON-ENGLISH MAJORS’ PERCEPTIONS OF THE BENEFITS AND CHALLENGES OF USING INFORMATION TECHNOLOGY FOR AUTONOMOUS ENGLISH LEARNING
The study aimed to examine non-majors’ perceptions of the merits and pitfalls of technology in boosting their autonomous English learning. The data of this qualitative study were obtained through semi-structured interviews with ten non-English major students from different disciplines at a higher education institution. The data were thematically analyzed to identify key themes reflecting learners’ perspectives. The findings reveal that students perceive the use of information technology as offering multifaceted benefits for autonomous English learning, comprising convenience and access to diverse learning materials, interactive and engaging learning experiences, and flexibility. However, several challenges were also identified, including reduced focus and learning efficiency, information overload, and difficulties in maintaining self-discipline. This study provides deeper insights into learners’ experiences and offers salient recommendations for students and teachers regarding the potentials of technology in fostering autonomous English learning.
INTERNAL QUALITY ASSURANCE MANAGEMENT UNDER THE AUN-QA FRAMEWORK: A MODEL, TOOLKIT AND A CASE STUDY AT VIETNAM NATIONAL UNIVERSITY HO CHI MINH CITY
In the context of university autonomy and increasing accountability requirements, internal quality assurance (IQA) management plays a pivotal role in determining the sustainable development of higher education institutions. The article analyzes the fundamental shift in internal quality assurance management. Through qualitative research methods combined with case study analysis, the study clarifies the philosophy of the AUN-QA IQA Framework 2024 and the operational logic of the Management Toolkit 2025. Research findings show that the new model has dismantled the mindset of management based on mere technical processes and replaced it with an integrated governance ecosystem philosophy, in which quality is no longer the result of isolated administrative controls but is created from the organic interaction between strategic and operational factors and a culture of continuous improvement. Based on the research results, the author proposes several solutions to help higher education institutions flexibly adapt to the new context, strengthening the foundation for autonomy and sustainable development.
FACULTY WORKFORCE DEVELOPMENT IN HIGHER EDUCATION INSTITUTIONS: INTERNATIONAL EXPERIENCE AND POLICY IMPLICATIONS FOR THE CONTEXT OF VIETNAM
Developing faculty workforce is a critical factor determining the success of higher education. This article examines faculty development experiences at the worldwide leading universities through document analysis and international comparison methods, including models from the United States, Europe and Asia. The research identifies common success factors: rigorous recruitment standards, clear career pathways, transparent evaluation mechanisms, competitive compensation and academic environments that encourage innovation. Based on these findings, the article proposes policy solutions appropriate to Vietnam's context regarding training, recruitment, promotion, compensation and evaluation management, along with specific implementation roadmaps to enhance faculty quality to meet integration requirements and sustainable development.
THE IMPACT OF READING MOTIVATION ON PERCEIVED READING COMPREHENSION AMONG GRADE 6 EFL STUDENTS IN VIETNAMESE LOWER SECONDARY SCHOOLS
This study examines the impact of reading motivation on perceived reading comprehension among Grade 6 EFL students in secondary school, thereby clarifying how motivational factors relate to engagement and text processing in lower secondary English education. Survey data were collected from 140 students using a 5-point Likert questionnaire measuring two motivational dimensions, Value and Enjoyment and Confidence and Persistence, as well as perceived reading comprehension. Pearson correlation results indicated that both motivational dimensions were positively associated with perceived reading comprehension. Multiple linear regression further showed that Value and Enjoyment and Confidence and Persistence significantly predicted perceived reading comprehension and the model accounted for 46.3 percent of the variance with R-squared equal to 0.463. The findings add empirical evidence on reading motivation in the Vietnamese lower secondary context and suggest practical directions for teachers and school leaders to design reading activities that strengthen interest, confidence and sustained effort.
A FRAMEWORK FOR ASSESSING TASK COMPLETION IN TASK-BASED APPROACH AT THE TERTIARY LEVEL
In the context of competency-based higher education, the task-based approach has been widely recognized as an effective approach to enhancing students’ ability to use English in academic and professional contexts. However, assessment practices in task-based instruction remain limited, as traditional forms of assessment often fail to capture learners’ task performance and communicative competence. This study adopts a qualitative research approach through the analysis and synthesis of relevant international and domestic literature to examine the theoretical and practical foundations of using rubrics to assess task completion in tertiary English language teaching. The findings indicate that rubrics are an appropriate assessment tool, contributing to greater transparency and consistency in assessment. Based on the analysis, the study proposes an illustrative assessment framework and outlines an initial development and review process to strengthen its scientific basis and applicability in English-for-non-majors contexts.
CURRENT STATUS OF MEDICAL ETHICS EDUCATION FOR MEDICAL STUDENTS AT VO TRUONG TOAN UNIVERSITY
LEVERAGING ARTIFICIAL INTELLIGENCE TO ENHANCE STUDENTS’ RESEARCH EFFECTIVENESS: A CASE STUDY OF ELECTRICAL AND ELECTRONIC ENGINEERING STUDENTS AT NUTE
In the digital era, Artificial Intelligence (AI) has become a pivotal driver in fostering critical thinking and problem-solving capabilities among engineering students. This study examines the current landscape and inherent barriers to scientific research faced by Electrical and Electronic Engineering students at Nam Dinh University of Technology and Education (NUTE). By leveraging empirical surveys and a comprehensive literature review, the research highlights the transformative role of AI in optimizing academic performance. Accordingly, the authors propose strategic AI-driven frameworks to assist students in three key areas: (i) automated data processing and technical design simulation, (ii) refinement of scientific writing and reporting skills, and (iii) optimization of the research lifecycle. The findings offer practical implications for educational management, providing a roadmap for the university to promote effective and ethical AI adoption. These interventions are expected to elevate research quality and catalyze the development of an innovative academic ecosystem within the institution.
THE MEDIATING ROLE OF TRUST IN VIETNAMESE UNDERGRADUATES’ INTENTION TO USE FOREIGN-LANGUAGE EDUCATION SOFTWARE
Amid the expansion of digital education, online language-learning software is increasingly adopted by university students. This study identifies the determinants of students’ intention to use and examines the mediating role of customer trust. Using a snowball sampling technique during a three-month period (January - April 2025), survey data from 378 Vietnamese undergraduates were analyzed using partial least squares structural equation modeling (PLS-SEM). Results indicate that trust is the dominant mediator linking usage experience and social proof to intention to use. User reviews exert the strongest effect on trust, followed by perceived convenience and perceived quality. Notably, influencer endorsements have no significant impact. The study recommends that language-learning platforms prioritize user-experience improvements and encourage authentic user feedback rather than relying primarily on KOL-driven promotion. By leveraging the power of electronic word-of-mouth (eWOM), platforms can effectively build trust and promote students' intention to use the foreign-language education software.
A METHODOLOGICAL COMPARISON BETWEEN MARXIST - LENINIST POLITICAL ECONOMY AND MODERN ECONOMICS
This article explores the philosophical and methodological foundations of Marxist - Leninist political economy in comparison with dominant approaches in contemporary mainstream economics. Using a comparative analytical framework, the study contrasts the principles of dialectical and historical materialism with methodological orientations commonly associated with mainstream economics, such as positivism, marginal analysis, mathematical modeling and econometric techniques. The analysis identifies key differences in underlying worldviews and research orientations: Marxist - Leninist political economy emphasizes historical context, structural relationships and socio-economic transformation, whereas mainstream economics tends to prioritize formal modeling, micro-level analysis and empirical validation. At the same time, the study highlights areas of methodological complementarity between the two traditions. It argues that a pluralistic and integrative approach - combining philosophical reflection on historical and social structures with rigorous analytical and empirical tools - can enhance the explanatory capacity of economic research and contribute to a more comprehensive understanding of contemporary economic challenges related to sustainable and inclusive development.
APPLYING THE THEORY OF SELF-SETTING GOALS TO ENHANCE INTEGRATED MOTIVATION IN HIGHER EDUCATION INSTITUTIONS: A CASE STUDY OF TRA VINH UNIVERSITY
This study analyzes the application of Self-Setting Goal Theory to enhance work motivation for administrators, lecturers and staff at Tra Vinh University during the period 2020 - 2025. Secondary data from the university's activity report shows that Tra Vinh University has achieved significant accomplishments in faculty scientific publications and the development and accreditation of internationally standardized training programs; its WURI ranking increased from 62nd (2022) to 29th/400 (2025) thanks to strategies encouraging autonomous goals. However, limitations remain, such as the fact that only 33.3% of faculty members hold doctoral degrees and revenue from science and technology accounts for only 3.3% of total revenue. The study proposes an “OKR-AI TVU” model that integrates Objectives and Key Results with artificial intelligence to personalize goals and enhance intrinsic motivation. The research methodology combines secondary document analysis and SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis. The results show that the model has the potential to increase research productivity by 25 - 40% and reduce employee turnover. The research contributes to the theory of higher education governance in Vietnam and provides a practical basis for local universities in the context of autonomy and digital transformation.
GLOBAL COMPETENCE AMONG TEACHERS AND SCHOOL MANAGERS IN VIETNAM: AWARENESS, READINESS, CHALLENGES AND PROFESSIONAL PRACTICE
Global competence is increasingly regarded as an essential competence for teachers and educational administrators in the context of international integration. This study investigates the levels of awareness, readiness, challenges and the application of global competence in the professional practices of teachers and school managers in Vietnam. Data were collected through a questionnaire-based survey involving 286 participants. The findings indicate that participants generally demonstrated moderate to high levels of awareness and readiness, particularly in recognizing the importance of intercultural education. However, the implementation of global competence continues to face several challenges, including limited foreign language proficiency, time constraints, complex administrative regulations and insufficient institutional support. In professional practice, the use of technology to integrate global elements was more prevalent than direct collaboration with international partners. Based on these findings, the study highlights the need to integrate global competence into professional development programs for teachers and educational administrators to enhance the effectiveness of implementation.
RESEARCH INTEREST AND RESEARCH SELF-EFFICACY AMONG STUDENTS AT A UNIVERSITY VIETNAM: A CORRELATIONAL STUDY
The literature shows that the development of research self-efficacy and research interest contributes to improvements in research productivity and quality; however, there has been a limited number of studies investigating undergraduates’ research self-efficacy and research interest, especially in the Vietnamese context. This study, using a correlational research design, measured the levels of research self-efficacy and research interest among undergraduates at a university in Vietnam. It also examined whether there was a statistically significant relationship between the two variables. A convenience sampling method was used to recruit a sample of 379 students who completed an online questionnaire. Results indicated that the students demonstrated moderate levels of research self-efficacy and research interest and there was no statistically significant correlation between the two variables. The findings from this study may help teachers and educators in Vietnam and similar settings to develop initiatives to enhance students’ research self-efficacy and interest in research, which are critical during the early stages of undergraduate research identity development.
THE CURRENT SITUATION OF INJURY-PREVENTION EDUCATION FOR PRESCHOOLERS IN BINH CHANH COMMUNE, HO CHI MINH CITY
Injury-prevention education for preschoolers is an essential task that ensures the safety and supports their holistic development. This study aims to identify the current situation of injury-prevention education for preschoolers in Binh Chanh Commune, Ho Chi Minh City. A mixed-methods approach combining theoretical analysis and field surveys was employed, with data collected from 115 administrators and teachers across five preschools. The findings indicate that injury-prevention education has been relatively comprehensively implemented. However, disparities remain in participants’ perceptions of objectives, program content, methods, and implementation conditions. The provision of foundational knowledge and the development of skills to respond to complex situations-such as drowning prevention and traffic safety-are still limited. Experiential and practice-based methods are not widely utilised. These findings provide a practical basis for educational managers to formulate measures aimed at improving the effectiveness of safety education for preschool children.
DIGITAL TRANSFORMATION AS A KEY SUCCESS FACTOR FOR EDUCATIONAL AND TRAINING REFORM
This paper examines the process, perspectives, and key requirements of educational and training reform in Vietnam in the context of the Fourth Industrial Revolution (Industry 4.0). It clarifies the interrelationship between educational innovation and digital transformation, highlighting how the advantages and achievements of Industry 4.0 should be leveraged to accelerate digital transformation in the education sector. In particular, digital transformation is viewed as a necessary driver for renewing educational content, teaching and learning methods, and educational governance and management models. The paper also presents the guiding principles and legal framework for digital transformation in education, outlines core areas of implementation, and reviews major achievements of the education and training sector in recent years. In addition, it identifies existing shortcomings and limitations and proposes recommendations to further promote digital transformation in education and training as a critical factor ensuring the success of educational reform.
TRANSPORTING THE IMAGE OF HO CHI MINH TO THE TEACHER IN BUILDING A TEACHING TEAM THAT MEETS THE NEW REQUIREMENTS
Throughout his revolutionary career, President Ho Chi Minh paid special attention to education and teachers. He considered teaching a highly honourable profession and regarded teachers as “soldiers on the ideological and cultural front”, playing a decisive role in the “cultivation of people” and in training generations to carry on the revolutionary cause. In the current context, the Communist Party of Viet Nam and the State have promulgated a series of new policies, notably the Politburo’s Conclusion No. 91-KL/TW (2024) on further implementation of Resolution No. 29-NQ/TW, Resolution No. 71-NQ/TW (2025) on breakthrough development in education and training, and the Teachers Law No. 73/2025/QH15 (2025) – the first sectoral law on teachers. Drawing on Ho Chi Minh’s thought on teachers, this article clarifies the core contents relating to the position and role of teachers, their qualities, style and methods; analyses new requirements for the teaching workforce in the context of implementing Conclusion 91-KL/TW, Resolution 71-NQ/TW and the Teachers Law; and proposes several orientations and policy implications for educational management in order to build a teaching workforce that is both virtuous and competent, politically steadfast, ethically committed, professionally capable and digitally competent, thus meeting the demands of educational reform and national development towards 2030 and 2045.
EDUCATING PEACE VALUES FOR SECONDARY SCHOOL STUDENTS BASED ON HO CHI MINH THOUGHT IN RESPONSE TO THE 2018 GENERAL EDUCATION CURRICULUM
Peace plays a crucial role in the stability and development of each nation and of humanity as a whole. Peace value education is an essential component of general education and contributes to the formation of students’ qualities and competencies. Based on Ho Chi Minh thought, this article examines his views on peace and the philosophical values of peace embedded in his thought, and analyzes the content of peace education in Vietnam’s 2018 General Education Curriculum. On that basis, it proposes several recommendations to improve the effectiveness of peace value education for secondary school students in the current context.
PHILOLOGY TEACHER TRAINING IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT EDUCATION IN VIETNAM
In order to achieve the goal of a more sustainable life, each individual must possess the knowledge, skills, values and attitudes which are necessary to address issues related to sustainable development (UNESCO, 2017). Accordingly, the role of teachers in general and teachers of Vietnamese Philology in particular, is extremely important in helping students develop sustainability competencies. To fulfill this mission, Philology teachers in Vietnam need to be trained and professionally developed to meet the objectives of sustainable development in teaching Philology at general education levels, as well as the broader goals of Education for Sustainable Development (ESD) globally. This study employs a qualitative and exploratory research design, focusing on the analysis of academic data to systematize, analyze, synthesize and compare existing materials in order to propose innovations in Philology teacher education that align with the context of sustainable educational development in Vietnam. These innovations include renewing the curriculum content of Philology teacher education programs toward sustainability; innovating teaching methods and techniques and reforming assessment and evaluation approaches in Philology teacher training within the context of sustainable education.
METHODOLOGIES AND RESEARCH METHODS: FROM PHILOSOPHY OF SCIENCE TO RESEARCH DESIGN
Scientific research is a process of generating, verifying, and developing new knowledge based on sound theoretical principles and well-established procedures. Within this process, the construction of research methodology and research methods plays a central role in determining the quality, validity and scholarly credibility of any scientific work. However, in research practice, many students and postgraduate students often confuse these two concepts or treat them superficially, resulting in research designs that lack methodological and philosophical orientation and outcomes that are difficult to assess or replicate. This article approaches the issue from the philosophical foundations of science to the design of research practice, aiming to construct a coherent and systematic guiding framework for research practice. Such a framework enables researchers to develop well-founded methodologies and appropriate research methods that ensure logical consistency, reliability, validity and ethical integrity throughout the entire process of scientific inquiry and research project design.
THE CURRENT STATUS OF QUALITY IMPROVEMENT IN AN UNDERGRADUATE TRADITIONAL MEDICINE PROGRAM AFTER ACCREDITATION: A CASE STUDY AT A UNIVERSITY IN HO CHI MINH CITY
Quality Improvement (QI) of educational programs after Quality Accreditation (QA) has become a compulsory requirement to ensure and enhance the effectiveness of training activities in contemporary higher education institutions. This study aims to investigate and analyze the current status of QI implementation in the undergraduate Traditional Medicine program following QA at a university located in Ho Chi Minh City. The research adopts a mixed-methods approach, combining a questionnaire survey of 59 lecturers and 34 support staff members with in-depth interviews of 7 individuals directly involved in QA and QI processes of the educational program. The findings indicate that QI activities are assessed by both respondent groups as having achieved a "mostly improved" level, reflecting that improvement efforts have been implemented across most core components. However, certain areas remain limited, such as responding to the expectations of external stakeholders, public disclosure of program information, effective communication of educational philosophy and standardization of assessment activities aligned with learning outcomes. Based on these findings, the study proposes several directions to address existing limitations and contribute to enhancing the effectiveness of QI in the Traditional Medicine educational program post-accreditation.
APPLYING THE PDCA MODEL IN MANAGING THE TRAINING OF HOME TEACHERS OF SECONDARY SCHOOLS ACCORDING TO THE COMPETENCE-BASED APPROACH: SOME THEORETICAL ISSUES
In the context of fundamental and comprehensive reform of general education in Vietnam, the demand for training and improving the quality of teachers, especially homeroom teachers at junior high schools, has become increasingly urgent. Based on literature review and theoretical analysis-synthesis, this article clarifies the scientific foundation and proposes the application of the PDCA (Plan - Do - Check - Act) model in managing professional development activities for homeroom teachers through a competency-based approach. The findings indicate that PDCA is an effective management tool that helps standardise processes, ensure systematic implementation, and improve training quality through four stages: planning, implementation, evaluation and adjustment. Applying this model not only contributes to enhancing the professional competencies of homeroom teachers but also promotes a culture of lifelong learning within schools, thereby meeting the requirements of educational reform and improving the quality of comprehensive education.
SOLUTIONS TO IMPROVE THE EFFICIENCY OF MANAGEMENT OF PHYSICAL EDUCATION ACTIVITIES AT UNIVERSITIES IN DAK LAK PROVINCE
This study aims to propose solutions to improve the effectiveness of managing physical education at universities in Dak Lak province, in the context of the requirements for innovation in higher education. Physical education plays an important role in developing the physical strength, spirit and personality of learners. However, the management of this activity at many local universities faces many limitations as reflected in unclear educational objectives, lack of diversity in subject content, inflexible organizational forms, uneven teaching staff, insufficient facilities, and incomplete inspection and evaluation. The article applies research methods such as document analysis and synthesis, the logical-historical method, and theoretical generalization. The research results propose a number of key solutions, contributing to improving the quality of comprehensive training at universities in Dak Lak province in the current context.
CLASS ADVISOR ACTIVITIES IN PRIVATE HIGH SCHOOLS IN HO CHI MINH CITY AMID THE REFORM OF GENERAL EDUCATION
This paper examines homeroom teacher activities at non-public upper secondary schools in Ho Chi Minh City in the context of Vietnam’s ongoing comprehensive reform of general education. The study analyzes the roles, objectives, contents, organizational methods and supporting conditions that ensure the effectiveness of classroom management and student education. Findings indicate that homeroom activities not only contribute to students’ moral and competency development but also serve as a crucial factor in establishing school reputation and ensuring sustainable institutional growth. The author identifies specific challenges faced by homeroom teachers in non-public schools, including the diversity of student backgrounds, limited facilities, parental pressure and requirements of the 2018 General Education Curriculum. Based on these findings, the paper proposes several orientations to enhance teachers’ professional capacity, improve the effectiveness of homeroom management and strengthen collaboration among schools, families and the wider community in fostering holistic student development.
ORGANIZATION AND GOVERNANCE OF SCIENTIFIC JOURNAL PUBLISHING IN VIETNAM IN THE CONTEXT OF DIGITAL TRANSFORMATION AND ACADEMIC INTEGRATION
This article analyzes the organizational and operational models of scientific journals in Vietnam in response to the demands of digital transformation and international academic integration. Adopting a mixed-methods approach that combines policy document analysis, surveys of editorial board members and authors, and observations of online publishing systems, the study proposes an analytical framework comprising four groups of criteria: (i) editorial organizational structure; (ii) manuscript submission, peer-review, and editorial workflows; (iii) the level of standardization of articles and metadata; and (iv) digital infrastructure and capacity for academic integration. The findings indicate that the majority of Vietnamese scientific journals have not yet fully and consistently met the requirements of regional and international evaluation systems such as VCI, ACI, and Scopus. The main limitations stem from a low level of professionalization, insufficient standardization ofpeer-review processes, inconsistent metadata practices and underdeveloped digital infrastructure. Based on these findings, the article proposes several directions for improvement aimed at narrowing the gap between current scholarly publishing practices in Vietnam and international standards, thereby enhancing the quality and credibility of scientific journals in the context of global academic integration.
DESIGN AND IMPLEMENTATION OF THE TRILEARN MODEL IN TEACHING THE SOFTWARE ENGINEERING COURSE
In the context of higher education being strongly influenced by digital transformation and the increasing demand for high-quality human resources, innovating teaching methods has become imperative. This study proposes and implements the TriLearn Model - a tripartite integrated approach - to enhance the effectiveness of teaching the Software Engineering course at Dai Nam University. The model consists of three components: (1) a flipped classroom to personalize knowledge acquisition, (2) artificial intelligence for learning support and assessment, and (3) industry involvement to provide real-world experience. A quasi-experimental study involving two student groups revealed that the experimental group achieved an average score increase of 0.8 points, and the proportion of students obtaining good or excellent grades rose by 23% compared to the control group. Moreover, over 85% of students expressed satisfaction with the model, and 90% highly appreciated the roles of AI and industry mentors. The results affirm the feasibility and effectiveness of the TriLearn Model and suggest its potential for broader implementation across other technical courses.
DEVELOPING A TRANSFORMATIONAL FRAMEWORK FOR APPLYING AI IN HIGHER EDUCATION TEACHING: FROM CREATIVE IDEAS TO TEACHING COMPETENCE
In the context of digital transformation and the rapid advancement of artificial intelligence, higher education requires a theoretical framework to guide innovation and creativity in teaching and learning practices. This article employs qualitative research methods, drawing on document synthesis and analysis, to construct a transformational framework for applying AI in university teaching. The framework comprises three levels-idea generation, implementation strategies and teaching competence development - along with an eight-step implementation process. To ensure reliability and content validity, the study incorporates expert validation involving five specialists in the field of educational management. The experts evaluated the framework based on five criteria: clarity, coherence, practicality, novelty, and applicability. The results indicate mean scores ranging from 4.2 to 4.6, with a consensus level exceeding 80%. Open-ended feedback highlighted the need to further clarify the step on implementation organization and to provide more concrete evidence for the evaluation and feedback phase. Overall, the study contributes to establishing a theoretical foundation and offers practical recommendations for the effective integration of AI in higher education teaching.
THE CURRENT SITUATION OF ENGLISH INTRODUCTION ACTIVITIES FOR PRESCHOOL CHILDREN IN BINH CHANH COMMUNE, HO CHI MINH CITY
In the context of international integration, exposing preschool children to English plays an important role in building a language foundation and promoting holistic development. This study aims to examine the current status of English familiarization activities for children in preschools in Binh Chanh commune, Ho Chi Minh City. The article uses ocument analysis combined with a questionnaire survey administered to of 115 managers and teachers. The results show that the schools have generally implemented the objectives, content, methods of organization, testing and evaluation, but the quality of implementation depends on many factors such as the professional capacity of teachers, physical facilities, the level of interaction in the classroom and parental support. These findings are a practical basis for proposing management measures to improve the effectiveness of English familiarization activities and better support the comprehensive development of preschool children.
CURRENT STATUS OF SAFE INTERNET USAGE SKILLS OF VIETNAMESE HIGH SCHOOL STUDENTS AND SOME EDUCATIONAL SOLUTIONS
In the context of digital transformation reshaping the learning environment, high school students frequently use the Internet at high speed but are not fully equipped with protection skills, leading to increased risks to information security and mental health. The paper approaches the problem by combining analysis and synthesis of policy documents, national and international reports with field surveys. Data were collected from 408 students and interviews with teachers and administrators at a number of high schools, and analyzed using descriptive statistics. The results show that students have wide access to the Internet but limited risk awareness; cyberbullying, access to harmful content and online fraud are common. From the above findings, the article proposes a set of solutions to enhance digital skills education, standardize cyber security content in the curriculum and promote coordination between schools, families and society.