TTCT - Những đứa trẻ thuộc thế hệ Alpha (sinh từ năm 2011-2025) khi vừa chào đời đã được bủa vây bởi công nghệ. Chính vì thế, nhu cầu về ứng dụng công nghệ trong học tập không chỉ dừng lại ở công cụ lưu trữ, giao tiếp thông thường, mà trở nên bao trùm và ranh giới giữa học tập, giải trí và việc thể hiện lối sống bị xóa nhòa.

In today’s world, education is less being considered as an outcome, but more as a journey. As the adventurers, our students are facing more and more complex challenges. Previously, the socio-economic status of a student’s family seemed to be one of the biggest factors among inequality causes. Nowadays, the chaotic situation of today's VUCA world (volatility, uncertainty, complexity, and ambiguity) is generating more and more types of inequity and inequality. Thus, the purpose of the study is to develop LERB - (...) a simple model to classify inequity and inequality, as a stepping-stone to build a gap detection framework. Through a structured literature review, the study identified the interconnection between equity and equality, as well as their transition toward students as an individual or as a group(s) and subgroup(s). The study can also be adapted to examine the correlation between different categories of equity, as well as to brainstorm and propose remedies to tackle those gaps. (shrink)

2019 is a year witnessing the explosion of many high-tech applications in learning and teaching with integrated multimedia technologies (virtual reality - VR, augmented reality - AR), group and team collaboration technology, class organization, class management, and school ... It is indisputable that the application of new technology generates more interest in the learning and collaboration process. However, we are seemingly fraught with intractable problems within the transformation of a VUCA world (volatility - fragility, uncertainty, uncertainty, complexity - complexity, ambiguity (...) - ambiguity) if we rely solely on technology. Students of today's Z generation (born around 1997 onwards) are not only more proficient with technology from birth, but also have completely different psychological characteristics and needs to be compared to the previous generation. In the 20s of the upcoming XXI century, researchers are ready a name to give birth to the generation that is about to be born? And what do we, as educators, prepare to foster contemporary generations of students? Let's take a look at some of the outstanding educational research in 2019, whether we can name a new challenge or feel the intangible challenges will suddenly come in 2020? (shrink)

Cảm giác của sự thành công không thú vị bằng cảm giác của sự thấu hiểu. Thấu hiểu một câu chuyện thì không khó, thấu hiểu một thế hệ, nhất là thế hệ trẻ là không đơn giản. Hãy để tuổi trẻ thuộc về chính tuổi trẻ, dấn thân và quyết định lựa chọn tương lai của chính họ từ những sự trải nghiệm.

Developing research groups within universities and science-technology institutions is one topic that gained a special interest in recent times. In this article, we will present our experience of building a research team in the field of Social Science at EdLab Asia Educational Research and Development Centre (EdLab Asia), a young research institute which achieved several initial results after one year of establishment: 14 published works in the journals from Clarivate WOS and Scopus list, between the time from Sept 2019 to (...) Sept 2020. This article will present the goals, strategies, structure, and operating principles of EdLab Asia. Policy implications for universities and science-technology institutions in educational science in particular, and social science in general will be mentioned at the end of this article. (shrink)

The Covid-19 Pandemic had completely disrupted the worldwide educational system. Many schools chose the online delivery mode for students in case learning losses incurred during social distance decree. However, as to these students who are currently in the study abroad planning stages, reached an intention crossroads, whether standing for certain unchanging decisions in study abroad destinations or changing swiftly due to the unexpected policies in quarantine. This case opened to interpretation, which was based on our e-survey since 3 May to (...) 13 May 2020 with 397 responses covering a range of Vietnamese students. In this dataset, we focused on (i) Students’ Demographics; (ii) The previous intention of students to study abroad before and during the Covid-19 ravaged and (iii) Their intention afterwards. (shrink)

Nguồn lực và chất lượng giáo viên là một trong những mối quan tâm thiết yếu để phát triển giáo dục bền vững. Thông qua phân tích bộ dữ liệu “Khảo sát thói quen phát triển chuyên môn giáo viên các trường phổ thông ở Việt Nam năm 2019” với 464 quan sát về thói quen học tập của giáo viên phổ thông từ các trường công lập và tư thục trên cả nước, chúng tôi thực hiện nghiên cứu phân (...) tích thói quen phát triển chuyên môn của giáo viên. Nghiên cứu này là một phần kết quả của dự án nghiên cứu về năng lực chuyên môn giáo viên phổ thông Việt Nam giai đoạn 2020 – 2025 của Trung tâm nghiên cứu và Phát triển Giáo dục EdLab Asia. Bằng cách phân tích dữ liệu về số giờ tham gia hoạt động phát triển chuyên môn của giáo viên ở từng loại hình trường, nghiên cứu chỉ ra sự khác biệt về thói quen học tập của giáo viên các cấp phổ thông theo từng loại hình nhà trường. Nghiên cứu cũng chỉ ra rằng hoạt động phát triển chuyên môn giáo viên của trường tư thục tốt hơn trường công lập. Kết quả của nghiên cứu là gợi ý cho các nhà hoạch định chính sách, các nhà quản lý giáo dục tại các cơ sở giáo dục phổ thông, không kể công-tư tham chiếu và điều chỉnh các kế hoạch, chương trình phát triển chuyên môn giáo viên. (shrink)

Since 2013, Vietnam has implemented a plan to reform the whole education sector. However, there is little understanding on the status of educational research in Vietnam, which may lay the foundation for such plan. Thus, this research aims to analyze the whole picture of educational research from Vietnam, as seen from the Clarivate Web of Science (WOS) database: 215 publications were recorded, ranging from 1991 to 2018. These 215 publications were further analyzed from five perspectives: 1) number of publications by (...) year; 2) research fields and levels of education; 3) top institutions with the highest number of publications; 4) international collaboration; and 5) quality. Some of the most notable results are: 1) the educational sciences in Vietnam have been still under-developed until recently; 2) among different research topics research among educational sciences, some (e.g., Vocational Education and Training or Early Childhood Education) seemed to be overlooked whereas others (e.g., Higher Education and Teaching and Learning) seemed to receive more attention from educational scholars; 3) all the most major education – specialized universities did not appear among the top five institutions with highest number of publications; 4) Australia, Thailand, the USA, New Zealand and China were the countries with the highest number of co-publications with Vietnamese researchers; and 5) The majority of publications belonged to low-ranked journals. Implications would be withdrawn for Vietnamese policymakers, education leaders, educational researchers and teachers in order to adjust their policies and/or action plans; thus, enhancing the performance and impacts of educational research in the future. (shrink)

The COVID-19 pandemic has caused unprecedented damage to the educational system worldwide. Besides the measurable economic impacts in the short-term and long-term, there is intangible destruction within educational institutions. In particular, teachers – the most critical intellectual resources of any schools – have to face various types of financial, physical, and mental struggles due to COVID-19. To capture the current context of more than one million Vietnamese teachers during COVID-19, we distributed an e- survey to more than 2,500 randomly selected (...) teachers from two major teacher communities on Facebook from 6th to 11th April 2020. From over 373 responses, we excluded the observations which violated our cross-check questions and retained 294 observations for further analysis. This dataset includes: (i) Demographics of participants; (ii) Teachers' perspectives regarding the operation of teaching activities during the pandemic; (iii) Teachers' received support from their schools, government bodies, other stakeholders such as teacher unions, and parents' associations; and (iv) teachers' evaluation of school readiness toward digital transformation. Further, the dataset was supplemented with an additional question on the teachers' primary source of professional development activities during the pandemic. (shrink)