Vietnam Journal of Education

Intellectual Property Awareness, Participation and Application Among Administrators at Vocational Institutions in Ho Chi Minh City

Thuan Van Pham, Long An Dang Nguyen, Lan Chi Le — Thu, 27 Aug 2026 00:00:00 +0700

As vocational and college-level institutions increasingly engage in applied research, digital learning resource development, and industry collaboration, institutional administrators must convert intellectual property (IP) awareness into institutionally supported practice. This study examines the relationship among administrators’ IP awareness, their participation in IP-related professional activities, self-reported application, and perceived enabling conditions in vocational secondary schools and colleges in Ho Chi Minh City. An explanatory sequential mixed-methods design combined a survey of 113 administrators from 15 institutions followed by semi-structured interviews with 15 purposively selected administrators with at least five years of management experience. Quantitative results were used to identify patterns across four analytical domains, and qualitative evidence was subsequently used to explain areas of convergence, divergence, and implementation difficulty. The administrators reported strong awareness of IP’s institutional importance, but lower levels of regular participation and practical application, particularly in protecting research outputs and transferring innovative products. Internal policies, staff competence, specific legal guidance, external support, and inter-organizational collaboration emerged as enabling conditions. The study contributes an empirically grounded awareness-participation-application framework for understanding why favorable perceptions do not automatically produce IP governance capacity in vocational education. It recommends differentiated action by state management agencies and institutions, including operational guidance, internal rules, designated focal points, practice-oriented training, and external support networks.

Factors Influencing Pre-Service Natural Science Teachers’ Competence in Using Digital Learning Resources: The Mediating Role of Personal Readiness

Gai Thi Tran, Hang Diem Thi Nguyen, Dung Van Ha, Truong Nhat Van Ho — Wed, 05 Aug 2026 00:00:00 +0700

This study examines factors associated with pre-service Natural Science teachers’ competence in using digital learning resources (DLRC) and tests the mediating role of personal readiness. A cross-sectional survey of 330 pre-service teachers was analyzed using partial least squares structural equation modeling. Pedagogical support showed the strongest direct relationship with DLRC (β = 0.384, p < 0.001), followed by personal readiness (β = 0.308, p < 0.001) and technological support (β = 0.231, p < 0.001). Pedagogical support, technological support, and the digital environment and policies were positively associated with personal readiness. Significant indirect effects through readiness were observed for pedagogical support (β = 0.102), technological support (β = 0.097), and the digital environment and policies (β = 0.057). The model explained 33.6% of the variance in personal readiness and 49.6% in DLRC. The findings identified DLRC as a resource-focused component of professional digital competence and suggest that pedagogical design, accessible technology, institutional conditions, and teacher students’ readiness should be developed in coordination.

AI-Supported Scaffold Design for Lower-Proficiency EFL Learners: Experiences of Pre-Service Teachers in Inclusive Reading Instruction

Dieu Bich Nguyen, An Hoai Thi Le — Wed, 05 Aug 2026 00:00:00 +0700

Teaching reading in mixed-ability EFL classrooms remains challenging as lower-proficiency learners struggle with grade-level texts. Although scaffolding is widely acknowledged as a strategy for greater accessibility and participation, designing effective scaffolds can be demanding to novice teachers. The growing availability of generative artificial intelligence (AI) offers new possibilities to support teachers throughout this process. Despite growing research on AI in language education, little has been known about how pre-service teachers employ AI to design scaffolds for inclusive reading instruction during their teaching practicum. This study explored how pre-service teachers (PSTs) utilized AI to design scaffolding materials for lower-proficiency learners during reading lessons. A qualitative research design was employed involving seven PSTs and 22 lower-proficiency secondary school learners across an eight-week teaching practicum. Data were collected via lesson plans, scaffold artifacts, reflective journals, and semi-structured interviews before being thematically analysed. Results indicated that PSTs use AI to create lexical, procedural, conceptual, and affective scaffolds that reduce barriers to reading engagement. Learners reported higher levels of behavioral, emotional, and cognitive engagement, including greater participation, confidence, and use of reading strategies. AI was considered as a valuable source of pedagogical assistance although participants noted the need to adapt AI-produced materials to better suit learners and classroom contexts. The study also suggests that AI is a teacher-facing tool for inclusive reading instruction and PSTs preparation.

Effects of van Hiele Theory-based Instruction on Pre-service Mathematics Teachers’ Geometry Knowledge, Geometric Thinking Skills and Attitudes: A Literature Review

Ngan Kim Lu, Tong Huu Duong, Kieu Thi Nguyen, Mai Xuan Vo, Triet Minh Viet Le — Wed, 05 Aug 2026 00:00:00 +0700

Teachers’ geometry competencies are key factors determining the effectiveness of students’ geometry learning. This paper employs a comprehensive research and content analysis to examine the application of van Hiele theory in developing geometry competencies, encompassing geometry knowledge, geometric thinking skills and attitudes, among pre-service mathematics teachers. Research findings demonstrate that organizing teaching around van Hiele’s five-stage process enhances pre-service mathematics teachers’ knowledge of geometric content and teaching geometry, improves their geometric thinking skills, and strengthens positive attitudes towards teaching and learning geometry. The study also emphasizes the role of technological tools in encouraging pre-service mathematics teachers to actively engage in the learning stages according to the van Hiele model. Based on these results, the paper offers recommendations for teacher training programs to improve the quality of geometry teaching by pre-service mathematics teachers, focusing on both content knowledge and effective teaching methods.

Teaching Advanced Mathematics for Economics Students in Alignment with Programme Learning Outcomes under the AUN-QA Framework: A Case Study at Lac Hong University, Vietnam

Hoan Van Tran — Wed, 24 Jun 2026 00:00:00 +0700

The AUN-QA framework requires programs to demonstrate coherence among expected learning outcomes, curriculum design, teaching and learning strategies, assessment, and evidence-based continuous improvement. In economics-related programs, Advanced Mathematics is not merely a foundational quantitative course; it is also a learning environment for developing modeling, problem-solving, collaboration, and decision-making competencies. Drawing on a theoretical review and a reflective synthesis of teaching practices at Lac Hong University, Vietnam, this paper proposes a course-level design for teaching Advanced Mathematics that aligns with program learning outcomes under AUN-QA. The design consists of three mutually reinforcing instructional measures: using Kolb’s experiential learning model to introduce mathematical knowledge through economic scenarios, guiding students through an explicit real-world problem-solving procedure, and strengthening project-based tasks connected to practical economic problems. The paper contributes an alignment matrix linking course learning outcomes, learning activities, and assessment evidence, and offers implementation recommendations for instructors and program managers. The findings support evidence-based course governance, authentic assessment, and semester-by-semester improvement in the attainment of outcomes in economics education. As a design-oriented study, the paper does not aim to test causal effects on student achievement; rather, it develops an instructional framework and assessment evidence system that can be used for future empirical evaluation of CLO attainment.

See It as on Mathematical Thinking with Mathematical Representation: Mathematization in Mathematics Education for Human Character Formation

Masami Isoda — Thu, 18 Jun 2026 00:00:00 +0700

How can we configure the school mathematics curriculum to develop mathematical thinking? Theories in mathematics education explain it using different terminologies. Firstly, this article reviews theories and nature of curriculum for overcoming contradiction, secondly focuses on developing mathematical thinking in Southeast Asia Region for overcoming and focused on mathematical ways to see it as a part of human character formation, thirdly a theory of mathematical representations (Isoda, 1989 & 2015) is defined based on the ways to see it as, and fourthly mathematization process are explained by the representation theory for explaining how changes the way to see it as. These are illustrated by the cases of operational diagrams in figural representations, including Hanoi’s Tower.