VNU Journal of Science: Education Research

Abstract: This article deals with the passive learning style adopted by many students in the higher education system in Vietnam. This learning style is claimed as no longer inappropriate, or even dangerous for the development of students in the contemporary society, especially at work and in life after graduation. One of the common explanations for this passiveness is the cultural features of the Confucian heritage culture which is claimed to shape students’ learning style. Many scholars hold a negative view on this “cultural” learning style. By looking at different claims and assertions on different education stakeholders, including students themselves, their families, the educational management system, policy makers and university lecturers, this article investigates in depth the issue of existing problems in the system relating to students’ study. It concludes that there are evidences of cultural factors affecting student learning in class, but the decisive factors affecting students’ learning style come from the educational system. With the existing situation in the higher education system in Vietnam, students will continue to adopt the passive learning style, even though they want to adopt it or not. Much work needs to be done for the system before it is hoped that students can be able to develop their autonomous and independent learning and researching style.Keywords: Higher education, learning style, Vietnam, Vietnamese students, passiveness.

By summarizing some of the world's typical research articles on "Learning Agility" by many authors from the past to the present, this article focuses on analyzing and clarifying the concept of "Learning Agility" and the core factors that constitute "Learning Agility". In addition, the article also explores and evaluates different models and approaches to researching, exploiting, and using "Learning Agility" in Education, proposing a solution and presenting a conceptual framework to measure and evaluate learners' potential when exploring new learning.

Many studies show that accreditation and education quality assurance achieve a large number of results relating to the quality of training programs, the quality of higher education institutions and contribute to the increase of international publications and domestic publications. But little scientific theoretical research has been done on these matters. Therefore, the article applies system theory, instructional leadership theory, bureaucracy theory and method of content analysis to clarify the decisive role of educators in the quality and effectiveness of education and training in Vietnam. This study founded that the basic and most important concepts such as "education quality" and "education quality standards", "tertiary education quality" and "tertiary education quality standards" have not been explained. Some provisions of the education law, such as regulations on the decisive role of educator in ensuring the education quality and on academic autonomy, are inadequately implemented. Therefore, the proposed solution is, on the one hand, to clarify and fully implement the legal provisions on "education quality", academic autonomy, “academic freedom” in effective ways without lavish. On the other hand, it is necessary to focus on implementing solutions to govern, manage, accredit, ensure and improve "education efficiency" which is understood as a solution that maximizes the benefits of education and minimizes its physical, financial and human costs.

Before the new demands and tasks of safeguarding the Fatherland in the new situation, the education and cultivation of national defense and security knowledge is the right and responsibility of every citizen. Accordingly, students from colleges, universities nationwide in general, and the Hanoi region in particular, need to be educated to enhance their awareness of the Party's direction and the work of national defense and security, as well as the necessary and appropriate military knowledge and skills, to be ready to participate in fulfilling military duties when necessary. VNU National Defense and SecurityTraining Center, with its assigned functions and tasks, carries out the regular and important mission of organizing the linkage of national defense and security education with affiliated units according to the categorization of the Ministry of National Defense. Since its establishment until now, VNU National Defense and SecurityTraining Center has consistently organized the effective coordination of training in the field of national defense and security education for students from educational institutions in various categories, with tens of thousands of courses to meet training objectives and requirements, successfully completing the mission. Alongside the achieved results, the implementation process has encountered limitations and shortcomings that have had a certain impact on overall activities. This places a demand on VNU National Defense and SecurityTraining Center to continue researching content and methods for better implementation of training linkage with affiliated units, contributing to the enhancement of training quality.

The study explores the model of leadership in high schools with a focus on autonomy and accountability, aiming to analyze leadership factors and identify characteristics of leadership that align with the needs and context of high schools in Vietnam. The perspective of leadership models emphasizing autonomy and accountability helps enhance self-management, innovation, and development within schools. Additionally, the research recommends that school leaders increase accountability for the outcomes of school activities, ensuring sustainable development and meeting the needs of students and society. Researchers will propose solutions for implementing this model in practice, enabling schools to optimize leadership and enhance the quality of education.

In the education system, each level of education has its own characteristics and must be given special attention, including preschool education, which is the first stage of personality formation and understanding of each person, so it must be considered a key educational task, the top priority in the national education system. Through going to school, children will be comprehensively developed in terms of physical, intellectual, emotional, aesthetic, and personality formation. Currently, with the economic development situation, the need for comprehensive development for children is also more focused not only by parents but also in each school. This has become the goal to develop and perfect the system of equipment, facilities, and capacity of teachers and the school's management team. The study uses a participatory approach based on the management participation of management groups in particular and components in education in general, thereby assessing the current status of management of child care and nurturing activities. The research results also show that the management of preschools still has many shortcomings, including the differences in economic characteristics of each region, the quality of the teaching staff, facilities and equipment, etc. There are many issues that still need attention due to the uneven development between regions and areas. Therefore, in order for activities to develop more and more, it is still necessary to pay attention to investment and research the current

To integrate and succeed in an era of globalization with sufficient professional knowledge, students need essential skills such as communication and information technology skills, thinking skills, and working skills. In particular, life skills help students have the ability to adapt to global society, especially the issue of understanding cultural diversity. It is the foundation for a comprehensive and sustainable development process, minimizing cultural conflicts. In the northern mountainous region, Tay Bac University in particular, students come from mountainous provinces with different languages, cultures, and living standards. Therefore, for this indigenous culture to be respected, preserved, and integrated while still retaining its own identity, the research, and analysis of its impact on students in culturally diverse universities is becoming increasingly important becomes more and more. The paper analyzes the influence of indigenous culture in educating life skills for students at universities with cultural diversity through a survey of 151 students in preschool education and 22 teachers at Tay Bac University.

Understanding early signs of learning disorders since children were in preschool combined with popular demographic characteristics helps detect and intervene on time and reduces harmful effects on their development. 554 parents and 38 homeroom teachers of grade 1st and 2nd students in Nam Dinh province participated in this study to describe family members, development, and academic achievement of students with a risk of learning disorders. The results showed that 11.7% of students had a risk of learning disorders, with 23 students having a type of LD, 17 students having two types, and 25 students having all three types of LD. The rate of male: female of the three groups was a range of 1.8-3.3:1. The mean age of the student’s parents with risk for a type of LD was smaller than that of the two left student group’s parents. The most common early symptom before engaging in elementary school was delayed speech and difficulty in pronunciation. In addition, the analyzed data revealed that the students in Nam Dinh City had a significantly higher percentage than those in Truc Ninh and Giao Thuy.

Reciprocal teaching method has been proven to be effective for reading comprehension. However, in Vietnam, primary school teachers are still unacquainted with this method. Thus, this study investigated the current situation of teaching and learning informational texts among third grade students in Vietnam in order to highlight the need for reciprocal teaching in the reading comprehension of informational texts. Based on a sample of 272 primary school teachers and their responses on a self-designed survey questionnaire, the teachers still struggle with identifying informational texts and have yet to focus on guiding students to extract the lessons/meanings from the texts and apply them in their daily lives. In this regard, the lack of informational text reading strategies and the limited exposure to the new curriculum may be contributing factors. Meanwhile, the contents of the informational texts were deemed appropriate for the children’s understanding and they helped maintain their interest in finding the main idea of each paragraph. Considering the benefits of reciprocal teaching, future research in Vietnam should explore the application of this method in subjects beyond reading comprehension such as mathematics, science, physics, etc.

This research aims to synthesize international experiences in applying technology in teaching according to the TPACK model - Technological Pedagogical Content Knowledge, in order to draw lessons and apply them to Vietnamese universities. This article uses a theoretical research method, mainly synthesizing and analyzing texts from research papers published in large databases including Science Direct, Scopus, and Google Scholar, using keywords such as "TPACK" and "application of technology in teaching". To effectively apply technology, educational technologists have developed modern teaching frameworks, including the TPACK model, which combines three elements: i) Technological Knowledge; ii) Pedagogical Knowledge; and iii) Content Knowledge. Teachers need to harmoniously integrate these three elements when applying the TPACK model. In Vietnam, there have been some recent studies on the TPACK model in universities; however, the number of studies is still limited. This research aims to synthesize and analyze relevant studies on the application of technology in teaching according to the TPACK model. International experiences serve as practical lessons for Vietnamese universities to adapt and apply appropriately to the TPACK model, integrating technology with content and pedagogical methods in teaching to meet current practical requirements.