Universities In Vietnam Research Articles

Intuitive to Strategic Translanguaging: Insights From Vietnamese EFL Classrooms

This article reports a qualitative case study on the translanguaging practices of Vietnamese English-as-a-foreign-language (EFL) educators and explores the mechanisms behind individual differences in their practices through an integrative cultural-historical activity theory perspective. Data were collected through semi-structured interviews, classroom observations, and post-observation interviews with three educators at a public university in Vietnam. The findings highlight diverse functions of translanguaging, including checking comprehension, emphasizing content, and reducing English-speaking anxiety. Rooted in Vygotsky’s Zone of Proximal Development (ZPD), this research introduces Proximal Language Scaffolding to highlight a strategic approach to using L1 and L2 for language learning within students’ ZPD. This research provides new insights into the nuanced implementation of translanguaging in EFL contexts and offers significant implications for teacher development and educational practices.

The burden of headache disorders among medical students in Vietnam: estimates from a cross-sectional study with a health-care needs assessment

BackgroundIn our previous study, we demonstrated that headaches are highly prevalent among medical students in Vietnam. In the present study, we provide estimates of the associated symptom burden and impaired participation, utilizing these estimates to assess headache-related healthcare needs within this population.MethodsThe study followed the standardized methodology established by the Global Campaign against Headache. Participants included medical students who were randomly selected from two medical universities in Vietnam. Data collection utilized the HARDSHIP questionnaire, which included diagnostic questions based on ICHD-3 criteria, measures of symptom burden, quality of life (QoL) assessments using the WHOQoL-8, evaluations of impaired participation through the HALT index, and questions about headache yesterday (HY). The definition of health care “need” was based on the likelihood of benefit from intervention, including all participants with probable medication-overuse headache (pMOH), other headaches occurring on ≥ 15 days/month (H15+), migraine on ≥ 3 days/month, or migraine or tension-type headache (TTH) meeting at least one of two criteria related to symptom burden and impaired participation.ResultsA total of 1,362 participants (57.3% female) were included, of whom 1,125 students (61.3% female) were diagnosed with a headache disorder, and 165 students (69.1% female) reported experiencing a HY. The mean frequency of any headache was 3.6 days per month, with an average duration of 5.3 h, and 58% of participants reported an intensity of moderate/severe. For all headache, the mean pTIS was 2.8%. The mean number of lost days over a period of 3 months was 4.3 for work/school tasks, 3.8 for household chore, and 1.7 for social or leisure activities. Among those reporting a HY, 35.8% were able to complete less than half of their expected activities, while 9.7% could complete none. QoL of students with any headache was significantly lower than that of students without headache. A mong students with headache, 43.8% fulfilled atleast one of our needs assessment criteria.ConclusionsThis first study on headache burden in Vietnam reveals substantial symptom burden alongside a correspondingly high level of impaired participation among medical students.

An Investigation of First-Year English Majors’ Ability for Independent Study Through Use of Online Vocabulary-Learning Tools at Nguyen Tat Thanh University

This research examines independent study techniques, particularly those aided by technology, used by students majoring in English in their first year at Nguyen Tat Thanh University in Vietnam, with a focus on their study of vocabulary. English majors in particular used a variety of online tools to achieve a wide range of vocabulary in order to reach higher levels of language proficiency. Using a mixed-methods approach and an AI tool, Random Forest Regressor, this study aimed to identify the most frequently chosen online vocabulary tools and the factors influencing their use for independent study. It would also evaluate students’ aptitudes for self-directed learning, identify successful strategies, and recommend ways to foster independent learning through the use of technology. The findings highlight that independent study enhances academic outcomes critical thinking, and vocabulary learning autonomy.

Понимание нежелания педагогов применять специализированную цифровую геймификацию

<p>Tailored digital gamification holds significant promise for enhancing student engagement and learning outcomes. However, its adoption by Vietnamese lecturers remains limited. This qualitative study investigates the reasons behind their reluctance to embrace tailored digital gamification and explores the role of cultural factors. Interviews were conducted with lecturers from six universities in Vietnam. Findings reveal a preference for traditional teaching methods due to their familiarity and perceived effectiveness. Barriers to adoption include perceived complexity, lack of training, and concerns about content development. Additionally, cultural factors such as hierarchy-authority, gaming perception, and collectivism were found to significantly influence lecturers' attitudes towards gamification. This research provides crucial insights into the complex challenges and factors hindering digital gamification adoption in Vietnamese universities, informing the targeted interventions to facilitate the successful integration of digital gamification into the Vietnamese landscape.</p>

Factors affecting the quality of university accounting education in the context of industry 4.0: An empirical study at universities in Vietnam

This study examines the factors influencing the quality of accounting education at universities in Vietnam in the context of Industry 4.0. The research model includes four main factors: curriculum, lecturer expertise, facilities and technology, and industry linkages. A survey of 217 students found that lecturer expertise had the most significant impact on the quality of education, followed by curriculum, industry linkages, and facilities. These factors are essential for enhancing students' practical skills, the application of technology, and meeting labor market demands. The study also suggests that universities should strengthen collaboration with businesses to provide students with real-world exposure, update curricula to better integrate theory and practice, and invest in modern facilities and accounting software. These recommendations are aimed at improving the overall quality of accounting education, ensuring that students develop both professionally and technically, and are well-prepared for the challenges posed by the digital transformation in the accounting industry.

Factors influencing pharmacy students' satisfaction with pharmacy education quality: A cross-sectional study at a private university in Vietnam

Background: Student satisfaction is a crucial factor that reflects the quality of education, especially in specialised fields such as pharmacy. Objective: To investigate the determinants of satisfaction among final-year pharmacy students regarding the quality of pharmacy education at Thanh Do University in Vietnam. Methods: A cross-sectional survey was conducted from October to December 2023, involving 446 final-year pharmacy students using online and offline questionnaires. Data were analysed using SPSS 20.0 software, focusing on 33 observational variables and one composite satisfaction variable. Exploratory Factor Analysis (EFA) was used to identify key factors affecting educational quality, while linear regression was applied to assess the impact of these factors on student satisfaction. Results: Overall satisfaction level was 3.89 (SD = 0.731). The key factors identified were Student support activities (β = 0.516), Training Programme (β = 0.434), Quality of facilities (β = 0.378), and teaching staff (β = 0.315). Conclusion: The findings highlight that SSA has the greatest influence on student satisfaction, followed by TP, QF, and TS. These results emphasised the need to improve student support services, curriculum structure, and facilities to enhance the educational experience at Thanh Do University.

Educational Culture and Responsibilities, Duties of Teachers in Building University Educational Culture

Based on social practice, it can be seen that university education culture is an important part of the social culture of each country and nation. Accordingly, university education culture has a great responsibility in training, educating, shaping personality, ethics, lifestyle and thinking of people corresponding to the educational philosophy of the university, as well as having a certain influence on the views, thoughts, behaviors and values of learners towards political and social issues in each country. In recent years, many universities in Vietnam have carried out comprehensive educational reforms in all aspects so that the university education environment becomes a space for training and cultivating the ethics, personality and lifestyle of learners, in which the responsibilities and tasks of teachers are extremely important in contributing to the orientation and setting an example for learners to practice and follow in order to create the necessary spiritual values in teaching and learning activities in the university education environment.

Integrated STEM Education Competence Framework for University Lecturers

The rapid advancement of science, engineering, and technology, driven by the Fourth Industrial Revolution, has heightened the demand for a highly skilled workforce in science, technology, engineering, and mathematics (STEM) fields. Integrated STEM education has emerged as a key driver of educational innovation in Vietnam, spanning both general and higher education. The competence of university lecturers in delivering integrated STEM education, a newly recognized pedagogical and professional skill set, is crucial to the success of STEM education at the tertiary level. As with general pedagogical competence, the development of an integrated STEM education competence framework is essential for enhancing this capability among university lecturers. However, there remains a lack of theoretical foundation and best practices tailored to the Vietnamese higher education context. This study aims to develop a framework for integrated STEM education competence specifically for university lecturers through document analysis and survey research. Multivariate statistical techniques, including exploratory factor analysis (EFA), Cronbach’s alpha, and Pearson correlation, were applied to data collected from 205 lecturers across nine public universities in Vietnam. The integrated STEM education competence framework for Vietnamese university lecturers consists of three component competencies and 23 items: designing and implementing integrated STEM education (15 items), assessing integrated STEM learning outcomes (4 items), and demonstrating positive attitudes towards integrated STEM education (4 items). The framework was found to be both reliable and valid, with strong positive correlations among the three component competencies. This study also outlines limitations and provides recommendations for future research.

Implementing intellectual property rights at universities: Evidence from Vietnam

This article analyzes the current situation of intellectual property rights awareness and implementation in some typical universities of Vietnam. The article analyzes the challenges in the enforcement of intellectual property rights as well as solutions that Vietnam's higher education system needs to approach to implement in line with international practices. The article synthesizes documents through legal documents of the Vietnamese government on intellectual property rights enforcement. 650 semi-structured survey samples were conducted at 10 major universities in the North, Central and South of Vietnam to survey and collect important information for research purposes. A significant proportion of universities are not really interested in intellectual property rights and intellectual property. Besides, there are certain violations related to copyright in the teaching materials designed in the training program. Enforcement and protection of intellectual property rights is an important tool to bring benefits, such as enhancing the brand of Vietnamese universities. With existing intellectual property, universities need appropriate solutions to enforce current intellectual property rights. The article raises the efficiency and awareness of intellectual property in universities today in Vietnam. By improving the effectiveness of IP rights enforcement in universities, it will create motivation for continuous thinking and creativity, improve competitiveness and bring many benefits and values to the university and society.

The Study of the Development and Changes in Vietnam's University Entrance Examination System Over Forty-Five Years

This paper explores the 45-year evolution of Vietnam's university entrance examination system from 1975. Analyzing the examination system changes during different historical periods reveals the underlying social, political, and educational contexts. The study finds that the system has transitioned from a unified examination to multiple examinations and, more recently, to a "dual-purpose" examination model. Furthermore, the research analyzes the main reasons behind this transformation, its achievements, limitations, and challenges, and proposes practical recommendations. These changes reflect the achievements of Vietnam's education reforms and the growing emphasis on personalized student development.

The realization of thematic progression in argumentative essays by third-year English-majored students at a public university in Vietnam

Text coherence remains a challenge for both teachers and students in ESL/EFL writing courses. Text coherence is determined by thematic progression patterns, which describe the organization of theme and rheme in a text. Using a qualitative research approach, this study aims to analyze the thematic progression patterns in argumentative essays written by third-year English-majored students at a public university in Vietnam. It was found that simple linear thematic progression was the most popular pattern in the students’ argumentative essays. The study hopes to contribute to the field as a reference for teaching academic writing to English-majored students at the tertiary level in Vietnam.

Factors Influencing Student Learning Outcomes through Learning Motivation: A Case Study at A University in Vietnam

The study analyzes the factors affecting students' learning outcomes through learning motivation with a case study conducted at Nam Can Tho University. The research has developed a model incorporating six main factors: learning methods, family and friends, teaching methods, training program, facilities, and learning motivation. A mixed research approach was employed, integrating both qualitative and quantitative methods. A survey of 300 students was conducted to validate the hypotheses and research model. The structural equation model (SEM) analysis using SmartPls 4.0 indicated that the training program, family and friends, teaching methods, facilities, and learning methods positively influenced students' learning motivation. Among these, the training program had the most substantial impact, and learning motivation played a training program mediating role in improving students' learning outcomes. The findings are expected to enhance educational policies at Nam Can Tho University, aiming to foster student motivation and learning outcomes, thereby improving the quality of human resource training.

ICT skills, entrepreneurial self-perceived creativity, and digital entrepreneurship: Insights from the stimulus-organism-response model

This study, anchored in the Stimulus-Organism-Response theory, aims to explore how ICT skills-related stimuli (information skills, operational skills, and creative skills) stimulate cognitive organisms (entrepreneurial self-perceived creativity), which, in turn, increases behavioral responses (attitude towards digital entrepreneurship and digital entrepreneurial intention) as well as investigate the detrimental effects of technology anxiety. Employing a cross-sectional design, the study leverages data from a sample of 604 higher education students across six universities in Vietnam. Hypotheses are assessed using partial least squares structural equation modeling (PLS-SEM). The results reveal positive influences of operational, informational, and creative skills on entrepreneurial self-perceived creativity, which significantly affected attitudes toward digital entrepreneurship and entrepreneurial intention. While technology anxiety negatively impacts entrepreneurial self-perceived creativity and attitudes toward digital entrepreneurship, its significant influence on digital entrepreneurial intention is not observed. The study also unveils the mediating role of entrepreneurial self-perceived creativity in the relationship between ICT skills, technology anxiety, and attitudes toward digital entrepreneurship and digital entrepreneurial intention. The research contributes to the theoretical understanding of digital entrepreneurial ventures, shedding light on the intricate dynamics among ICT skills, entrepreneurial self-perceived creativity, technology anxiety, and entrepreneurial responses. It also explores the applicability of the SOR model in emerging economies, providing valuable insights into the digital entrepreneurial landscape.

Comparison of perceptions of the dental education environment among students from national dental schools in South Korea, Laos, and Vietnam

Purpose: This study seeks to analyze the educational environments of the national dental schools in South Korea, Laos, and Vietnam to develop targeted educational support strategies for Laos and Vietnam.Materials and methods: The survey, using the DREEM specific to the healthcare field, was conducted online, with 97, 109, 215 dental students from a single national university in South Korea (SKU), Laos (LU), and Vietnam (VU), respectively. The data allowed us to compare students’ perceptions of the educational environment across the three institutions and analyze differences by gender, academic achievement, and year of study.Results: VU, LU, and SKU reported scores of 133.47, 129.66, and 104.23, respectively, all within the "more positive than negative" range (101–150 points). SKU scored lowest in the category of "students’ perception of learning" (mean score of 1.82), while VU and LU had the lowest scores in category of "students’ perceptions of atmosphere" (mean scores of 2.49 and 2.57, respectively) and "students’ social self-perceptions" (mean scores of 2.49 and 2.52, respectively). In contrast to SKU, VU and LU showed no differences between achievement groups, with male students scoring lower than female students in some DREEM categories.Conclusion: We expect that analyzing the educational environment from the beneficiaries’ perspective and developing strategies based on this analysis will provide practical support to dental schools in Laos and Vietnam.

Developing Vietnamese University Lecturers through Promoting Satisfaction

Lecturers are the core human resources of universities - directly performing the task of training human resources for society. Therefore, developing lecturers is of great significance, determining the strategic development of universities. Universities often implement the main measure to develop lecturers, which is to train to improve the qualifications and capacity of lecturers. However, in reality, there are many other measures to develop lecturers and this study deals with measures to promote lecturer satisfaction so that lecturers can be creative, actively teach, research and contribute to the success of the university. The author conducts an overview of the study and establishes two main contents/factors to promote lecturer satisfaction, including the factor "Income" and the factor "Development opportunities"; conducts a survey of 500 lecturers, including 250 lecturers at public universities and 250 lecturers at non-public universities in Vietnam. The results of the research and survey show that public university lecturers are more concerned with the factor “Promotion opportunities”, while non-public university lecturers are more concerned with the factor “Income”. From the results of this research, the author discusses policy issues to promote lecturers’ satisfaction with the two types of universities in Vietnam.

The Influence of Teamwork Skills and Challenges on Team - Based Learning of Nursing Students in a Selected University in Vietnam

Objectives: To explore the influence of teamwork skills and challenges on the team-based learning, in order to optimize the experiences and outcomes of team-based learning for nursing students. Methodology: A descriptive correlational study was conducted with the participation of 280 second, third, and fourth-year students studying in the Bachelor of Nursing program at a selected university in Da Nang city. Results: The findings of the study provide valuable insights into the factors influencing teamwork skills and the challenges faced by nursing students when team-based learning. The overall assessment of teamwork skills was answered by students with an average score of 4.03, indicating that students generally had "Agree" teamwork skills, with "communication skills" rated as "Strong Agree". The average score for the challenges encountered was 3.92, which is interpreted as "Usually". This suggests that students generally encountered these challenges frequently, but not always. Specific challenges identified included engagement, time management, motivation, personality conflicts, and social context, all rated as "Often" occurring. Student ratings of team-based learning were rated as "very good" with a mean of 3.91. The relationship between teamwork skills and team-based learning was found to be highly correlated, with Pearson's r = 0.51. The challenges and team-based learning were also highly correlated, with Pearson's r = 0.61. All the correlations were statistically significant, with a p-value of less than 0.001. Conclusions: These correlations were supported by high Pearson r coefficients and low p-values, indicating a very strong and significant positive relationship. Nursing students demonstrated strong teamwork skills, particularly in adaptability, coordination, decision-making, and communication. The results of this study also suggest that although team-based learning is generally effective, nursing students still face significant challenges, particularly in areas such as time management, motivation, and resolving personality conflicts.

The Influence of Motivation on Students' Participation in English-Speaking Activities at a University in Vietnam

This study investigates the influence of motivation on students' participation in English-speaking activities at a university in Vietnam. Recognizing that language proficiency, particularly in speaking, is crucial for students in a globalized world, the research examines how intrinsic and extrinsic motivational factors impact students’ willingness to engage in speaking activities. Using a mixed-methods approach, data were collected through surveys and interviews with a sample of students from various academic disciplines. The findings reveal that intrinsic motivation—such as personal interest in mastering English and the desire for self-improvement—significantly enhances students’ active participation. Extrinsic factors, including the pressure of grades, social recognition, and future career opportunities, also play a role, though their influence is often dependent on the level of personal commitment to language acquisition. This study suggests that enhancing both intrinsic and extrinsic motivators can increase participation in English-speaking activities, thereby contributing to improved language proficiency. The results provide insights for educators to design more engaging and supportive language-learning environments that foster both forms of motivation among students.

The prevalence of headache disorders among medical students in Vietnam: a cross-sectional study.

Headache disorders are among the leading causes of disability worldwide, especially in young adults. However, no data on the burden of these disorders in Vietnam have been published to date. This study is the first to assess the prevalence of headache disorders among Vietnamese medical students. This study was conducted in accordance with the recommended methodology of the Global Campaign. Data were collected through interviews using the HARDSHIP structured questionnaire, translated into Vietnamese, with diagnostic assessments based on ICHD-3 criteria. Participants were recruited from two medical universities in Vietnam. The 1-year prevalence rates of headache disorders of public health significance (migraine, tension-type headache [TTH], and probable medication-overuse headache [pMOH]) were estimated. Logistic regression analyses were performed to evaluate the associations between headache disorders and sociodemographic/anthropometric variables. A total of 1,362 participants (42.7% males and 57.3% females) with a mean age of 21.1 ± 1.6 years were included. The overall 1-year prevalence of any headache was 82.6% [95% CI: 80.5-84.6], with a prevalence of 74.7% [71.0-78.2] among males and 88.5% [86.0-90.6] among females. The 1-year prevalences for specific headache types were as follows: migraine 21.8% [19.6-24.1], TTH 54.0% [51.3-56.7], pMOH 0.4% [0.2-1.0], and other headaches on ≥ 15 days/month 3.7% [2.7-4.8]. The one-day prevalence of any headache was 12.1%. Female gender (adjusted OR = 1.77 [1.32-2.36]; p < 0.001) was independently associated with a higher prevalence of migraine, while older age (aOR = 0.84 [0.77-0.91] per year increase) was associated with a lower prevalence. In contrast, TTH was more common among older participants (aOR = 1.07 [1.005-1.15] per year increase). This study highlights the high prevalence of headache disorders, particularly migraine and TTH, among medical students in Vietnam. These findings underscore the critical need for public health initiatives to improve early diagnosis and effective management of headache disorders within this population.

Examining dimensions of career intentions: insights from medical and nursing students at a private not-for profit university in Vietnam

BackgroundUnderstanding students’ career intentions through evidence-based approaches is crucial for developing effective career guidance and intervention strategies. Although there has been considerable attention in this field, research remains limited, particularly in low- and middle-income countries (LMICs) in Asia. These regions have unique socioeconomic conditions and cultural norms that potentially shape decision-making processes. This study provides insights into the career intentions of medical and nursing students and identifies the key determinants influencing their choices at a newly established private institution (VinUniversity) in Vietnam.MethodsThis study employs a mixed-methods design. The quantitative phase involved a survey of all undergraduate medical and nursing students. The qualitative phase consisted of in-depth 11 individual interviews with a purposive sample until data saturation.ResultsA total of 198 students (77%) participated in the quantitative phase. The majority of students (75.8%) expressed interest in clinical practice, with preferences notably high for surgical specialties (30.9%), internal medicine (10.1%), and pediatrics (10.1%). 22.7% of students expressed a desire to work overseas, and a significant number (70.7%) indicated the lack of a career guidance program. Qualitative data revealed that personal interest, family influence, financial stability, and societal appreciation were primary influencers in career choice.DiscussionThe study underscores the complex interplay between personal interests, family influence, financial considerations, and societal expectations in shaping career choices. The persistent low interest in family medicine and primary care continued to be a concern.ConclusionThis study provides further insights into the career intentions and influencing factors among medical and nursing students at VinUniversity. The implications for practice include implementing tailored career guidance programs, offering diverse elective tracks that incorporate global health experiences, and establishing structured mentorship programs. It is also recommended to measure the impact of these interventions through longitudinal follow-up studies to enhance career satisfaction, better prepare future healthcare professionals, and contribute to the improvement of healthcare systems.

Challenges and Implications of Blended Learning Adoption in the Age of Communication Technology: A Case Study of Vietnamese Universities During the COVID-19 Pandemic

The pervasive influence of communication technology has profoundly shaped contemporary life, significantly impacting global education. The COVID-19 pandemic accelerated the adoption of technologies like social media platforms and massive open online courses (MOOCs) as substitutes for traditional in-person education, exposing shortcomings, particularly in regions with limited online infrastructure. Although extensive research exists on online education, including blended learning models, the challenges associated with their effective implementation remain underexplored. This study aims to address these gaps by examining the adoption of blended learning within Vietnamese universities during the pandemic through the lens of Activity Theory. This framework, which analyzes the dynamic interactions between individuals, tools, and their sociocultural environment, provides a deeper understanding of how students, educators, and institutions navigate blended learning. This study employed semi-structured interviews with administrators, lecturers, curriculum developers, and students across four campuses of a university in Vietnam. The findings highlight key challenges related to student engagement, academic dishonesty, and constraints in institutional infrastructure, underscoring the need for targeted strategies to enhance blended learning outcomes.