This qualitative study investigates the strategies employed by Vietnamese tertiary-level English as a Foreign Language (EFL) teachers to promote learner autonomy (LA) and enhance cultural awareness. This research provides a deeper understanding of EFL teaching practices in this setting, conducted in the context of Vietnam’s evolving educational landscape, where English proficiency and cultural competence are increasingly prioritized. The study utilized semi-structured interviews with nine EFL teachers from two different Vietnamese tertiary institutions, representing various career stages: novice, mid-career, and near-end career. Thematic analysis was employed to analyze the data, revealing a range of strategies encompassing collaborative learning, technology integration, personalized feedback, real-life scenarios and role-play, reflective learning practices, local culture incorporation, contextualized language instruction, critical thinking, and cultural analysis, student-centered environments, interdisciplinary approaches, language skills for intercultural communication, and authentic material use. Findings highlight the multifaceted nature of language teaching, emphasizing not just linguistic competence but also cultural understanding and LA. These strategies are crucial in a globalized world where intercultural communication is a key skill. The study suggests the need for continuous professional development and policy support for diverse and holistic teaching practices. It offers practical insights for EFL educators, particularly in similar socio-cultural contexts, on integrating various strategies to enhance language skills and cultural awareness.

With the current rate of technological advancements, higher education institutions around the world are increasingly adopting a wide variety of technology-related approaches to instruction. One of the teaching strategies used on digital platforms that has been successfully and widely adopted in higher education institutions is blended learning (BL). The objective of this investigation is to provide a comprehensive examination of the research efforts on BL in the context of higher education (HE) over the past 20 years, including the rise in publications, the most cited scientific journals and sources, and the upcoming research topics. This paper uses bibliometric analysis with a dataset of 651 documents from Scopus data, including 638 authors from 95 countries published in 271 journal sources. The results of the study show that the top three countries for BL research in higher education are the United Kingdom, the United States, and Australia; the authors with the highest citation indexes are D. R. Garrison and B. Means, and the top two publishing sources are Education and Information Technologies and Internet and Higher Education. Based on the analysis, the main trends detected are (a) student participation and environment, (b) educational technology instructional innovation, (c) effective instructional strategies within the parameters of the COVID-19 pandemic, (d) effectiveness of evaluation in BL environments and (e) BL with Massive Open Online Courses (MOOCs) and Learning Management System (LMS) in HE. These findings offer meaningful insights to early career researchers who consult the publications and research lists above, as well as to policy makers who develop suitable BL in HE policies.

In an era where diversity and digitalization significantly influence higher education, understanding and adapting to various learning preferences is crucial. This study comprehensively analyzes 394 scholarly articles from 1984 to 2022 using bibliometric methods, providing a dynamic overview of the research patterns in learning styles within higher education. We identified four stages of development during this period: 1984–1995 (Low-interest), 1996–2005 (Early development), 2006–2018 (Development), and 2019–2022 (Intensification). Our analysis highlights that the United States, the United Kingdom, and Australia were the top three leading publishers of research on learning styles in higher education. The results reveal three main topics of publications: educational technology, learning environments, and subject behaviors. This research not only identifies emerging research topics but also underscores the importance of adapting instructional strategies to diverse learning styles to enhance educational outcomes in higher education.

Emotional empathy, mindfulness, and subjective well-being are essential to understanding human behavior and mental health among students. However, more research is needed to investigate how these constructs interplay within academic contexts. This study explored the hierarchical relationships between emotional empathy, mindfulness, and subjective well-being. The Multidimensional Emotional Empathy Scale (MDEES), The Kentucky Inventory of Mindfulness Skills (KIMS), and the Subjective Well-Being Scale (WeBs) were administered with a sample of postgraduate professional diplomas in teaching students attending Al Ain University in Abu Dhabi campus and Al Ain campus (n = 1545). The results showed that emotional empathy (positive sharing, suffering, feeling for others, and emotional contagion) positively affects physical and eudaimonic well-being. A negative correlation was found between financial and social well-being and other components of emotional empathy, such as emotional attention and responsive crying. Mindfulness significantly improves emotional empathy in components like describing, accepting without judgment, and observing. This study revealed that some components of mindfulness, such as observing and acting with awareness, decrease emotional empathy, such as suffering and feeling for others. Acting with the awareness component in mindfulness decreases positive sharing, responsive crying, and emotional contagion. Future research could explore these relationships further and examine potential cultural differences.

The wide use of the Internet of Things (IoT) in all spheres of life has led to a surge of cyberbullying among learners worldwide. That is why it cannot be denied that underlying factors, manifestations, consequences, and preventive measures of cyberbullying improve the welfare and overall mental development of students. This systematic literature review examines the causes, effects, and preventive measures of cyberbullying based on empirical studies conducted on learners in various situations. The review will focus on existing material published between 2015 and April 2024. For the inclusion and exclusion of literature, the Scopus online database was employed, along with the guidelines of the PRISMA model. Of 1004 studies, 51 were closely reviewed to determine the responses to the objectives of this study. NVIVO-12 was used for both thematic and content analysis in this study. The results show that there are 29 causes, 12 forms, 31 effects, and 41 different preventives for cyberbullying. The results of this study will not only enhance the comprehension of various concerns for parents, guardians, policymakers, educators, and governments but also provide valuable insights to researchers for addressing this issue.

Augmented reality offers diverse potential applications for STEM education, enabling students to engage directly with virtual elements in real-time and providing them with immersive, natural experiences. This study conducted a bibliometric analysis of articles on this topic on the Scopus database to determine some quantitative information, such as general information about publications, countries, institutions, authors with the most contributions, and key trends in applying augmented reality technology in STEM education. An analysis of 201 studies published from 2005 to 2023 using Biblioshiny software and VOSviewer reveals that the United States leads in the number of studies conducted on this issue. Kryvyi Rih National University, Ukraine, has the most studies. The authors who contributed the most studies with the most citations on this issue are Lindner, C. and Rienow, A. from Ruhr University Bochum, Germany. Two primary research trends emerge, focusing on how Augmented Reality technology is utilized, particularly in STEM fields like Chemistry, which combines learning forms with other learning support tools and media such as mobile applications. Secondly, integrating augmented reality and virtual reality technologies into STEM programs at the university level, design of games, and virtual tools. This study offers important data for researchers looking to explore future applications of augmented reality technology within STEM education.

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 analyze 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 toward 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.

This study examines the factors influencing English language achievement among non-English major undergraduate students in Thailand, with a specific focus on the differences between high-achieving and low-achieving learners. Conducted at Rajamangala University of Technology Lanna, this research adopts a mixed-methods approach, combining quantitative data from questionnaires and qualitative insights from semi-structured interviews. Three primary influencing factors were identified: student-related factors (e.g., motivation and self-regulated learning), teacher-related factors (e.g., pedagogical practices and teacher-student interactions), and environmental factors (e.g., availability of learning resources). Student motivation and self-regulation emerged as the strongest predictors of success, while teacher-related factors unexpectedly showed a negative influence, suggesting a misalignment between teaching strategies and student needs. Environmental factors, though positively perceived, had a less direct impact on outcomes. Practical implications include enhancing intrinsic motivation, adopting tailored teaching strategies to meet diverse learner needs, and strengthening teacher-student relationships to support low-achieving students. Policymakers are encouraged to address resource disparities and develop targeted interventions to enhance English language proficiency among students.

Work-based learning (WBL) is an important tool for enhancing students' employability skills in vocational education and training. Many studies have underlined the importance of a variable of WBL, self-efficacy, and vocational identity in developing vocational students' employability skills. Nonetheless, the research is limited and examined separately. Therefore, this study investigates how WBL, self-efficacy, and vocational identity influence employability skills and how self-efficacy moderates between WBL and employability skills. Four hundred and three state university students in Yogyakarta were involved in the data collection. This study used structural equation modeling (SEM) analysis to test its hypothesis. The results of the study revealed that the implementation of WBL did not have a direct effect on employability skills; however, self-efficacy was able to moderate the relationship between WBL and employability skills. However, WBL directly influences vocational identity, which in turn directly influences employability skills, while self-efficacy also directly influences employability skills. This research has important implications for improving learning that can improve students' self-efficacy skills in an effort to build students' employability skills in vocational education and training.

The digital age has sparked interest among educators in utilizing information technology, especially artificial intelligence (AI) chatbots. Due to the constant technological involvement, students must also acquire solid digital skills, especially AI proficiency, for learning and everyday life. However, there are few studies on models applying AI in teaching to develop mathematical abilities for high school students. Therefore, this paper proposes a theoretical framework for incorporating AI chatbots into education, boosting students’ mathematical problem-solving competence. Based on student data analysis, this framework will cover teaching, assessment, feedback, and dynamic learning activity adjustment. The paper then explains the operations of AI chatbots to provide personalized feedback. This process emphasizes the importance of error handling and information security, ensuring safety and efficiency in the learning process. This theoretical model supports the integration of AI chatbots in personalized teaching, specifically for improving mathematical skills.

The higher education system in Vietnam is undergoing a significant shift from training based on university capacity to training based on labor market demands. In a developing economy dominated by small and medium-sized enterprises, it is a big challenge to train graduates to meet changing and very diverse competence requirements. AI and machine learning tools are applied in three stages: (a) processing survey data: Expected learning outcomes (pELOs) are quantified into credit values, with each module's contribution determined using the apriori algorithm and expert methods; (b) Optimizing framework curricula (FC): A genetic algorithm identifies module combinations that meet all pELOs while minimizing redundancy within a specified study duration; (c) Framework curriculum adjustment (FCA): An FCA tool, using genetic algorithms, enables schools to update FC annually and allows learners to personalize their programs. WEKA is used to implement the apriori algorithm (https://www.cs.waikato.ac.nz/ml/weka). The PASCAL language is used to write GA and its associated subroutines. Foreign language bachelor's degree programs at the University of Languages and International Studies Vietnam National University, Hanoi, (ULIS-VNU) were used to test algorithms and procedures. According to the calculations, present FCs have caused overstudy and can be modified for every employment post to reduce the surplus credit values that have accrued. Furthermore, FCA can assist in making the curriculum more flexible so that students can more easily switch out FC modules based on their skills and circumstances while still meeting all of the stated ELOs. Under project number N.21.13, this research piece was finished with assistance from ULIS-VNU.

This study addresses global concerns surrounding elementary students' science performance following the COVID-19, as a result of international tests such as Trends in International Mathematics and Science Study (TIMSS) highlight the ongoing challenges that urge the exploration of innovative educational approaches to improve science learning. This research employed gamification-assisted instruction and explored its impact on enhancing the understanding of science concepts and attitudes toward science class among fourth graders. The study adopted a quasi-experimental design and included an experimental group (ExG) that was taught using a gamification strategy and a control group (CoG) that was taught using a traditional method with a sample of 38 female elementary students from a public school in Jordan. Data were gathered using valid and reliable tools: the developed scientific concepts test and the Attitude Towards Science class measures. The ANCOVA analysis revealed that gamification significantly improves the acquisition of scientific concepts (η2=.208) and boosts a positive attitude toward science classes among elementary students (η2=.626). These findings encourage decision-makers to incorporate gamification into science teaching practices and methods.

This research aims to systematically review the integration of artificial intelligence (AI) in English language teaching and learning. It specifically seeks to analyze the current literature to identify how AI could be utilized in English language classrooms, the specific tools and pedagogical approaches employed, and the challenges faced by educators. Using the PRISMA-guided Systematic Literature Review (SLR) methodology, articles were selected from Scopus, Science Direct, and ERIC, and then analyzed thematically with NVivo software. Findings reveal that AI enhances English teaching through tools like grammar checkers, chatbots, and language learning apps, with writing assistance being the most common application (54.55% of studies). Despite its benefits, challenges such as academic dishonesty, over-reliance on AI (27.27% of studies), linguistic issues, and technical problems remain significant. The study emphasizes the need for ethical considerations and teacher training to maximize AI’s potential. It also highlights societal concerns, including the digital divide, underscoring the importance of equitable access to AI-powered education for learners of all socioeconomic backgrounds.

STEM/STEAM education is an interdisciplinary pedagogical approach that cultivates skills in science (S), technology (T), engineering (E), arts (A), and mathematics (M) while also fostering 21st century skills like teamwork, problem-solving, critical thinking, and creativity in learners. Enhancing STEAM and 21st century skills for engineering students facilitates their swift adaptation to STEM/STEAM employment demands in the 4.0 industrial revolution and the ongoing digital transformation in Vietnam. This study aims to investigate the effect of STEAM project-based learning on the 21st century skills of 47 mechanical engineering technology students at a public university in Vietnam. The findings of a one-group pretest-posttest design and an analysis of engineering student groups’ STEAM project-based learning products revealed that there was a significant improvement in students' 21st century skills at a 95% confidence level. Among the three 21st century skills studied, engineering students’ collaboration skill showed a moderate effect size, while problem-solving and creative thinking skills demonstrated a large effect size after implementing STEAM project-based learning in the “Workplace Skills” course. Some significant limitations were identified, including (a) the lack of a comparison group, which may have influenced the difference between the pretest and posttest; and (b) the sustainability of 21st century skills developed through STEAM project-based learning in the “Workplace Skills” course was not investigated. Therefore, studying the effect of other factors on engineering students’ 21st century skills and exploring their sustainability were main recommendations for further research.

Research in mathematics education and interdisciplinarity is varied and extensive, covering multiple approaches that reflect a growing interest in this type of perspective. The objective of this study is to systematize the findings of research on interdisciplinary mathematics education published between 2019 and 2024. The review was carried out following the guidelines of the PRISMA statement, allowing us to identify 49 articles published in journals indexed in the Web of Science (WOS) and Scopus databases. Subsequently, a content analysis was carried out to identify methodological and theoretical aspects present in the studies reviewed, such as methodology employed, education level of participants, disciplines integrated with mathematics, and types of interdisciplinary tasks proposed. Additionally, four main research themes were identified: (a) understanding of interdisciplinarity; (b) pedagogical strategies for interdisciplinary development in mathematics education; (c) interdisciplinarity for the development of mathematical skills; and (d) professional development of mathematics teachers. The results reveal a sustained increase in the number of publications, which reflects a growing interest in the interdisciplinary approach in mathematics education. Finally, several challenges and opportunities are highlighted for future research, including the need to develop an interdisciplinary teacher training model, the creation of pedagogical strategies that promote greater interconnection between disciplines, and the need to carry out more studies focused on early childhood and primary education in this area.

This study investigated the relationships between conflict management strategies and family functioning among university students from diverse ethnic backgrounds in the multicultural context of Kosovo. A cross-sectional design was used with 362 university students (183 female, 179 male) comprising Kosovo Turks (58.6%), Albanians (23.8%), and Bosnians (17.7%). Data were collected using the Conflict Management Strategy Scale and Family Assessment Device. Path analysis was used to examine relationships between conflict strategies and family functioning dimensions. Students preferred compromising strategies most (M = 3.68) and withdrawing least (M = 2.98). Family functioning was healthy in problem-solving, communication, roles, affective responsiveness, and general functioning (scores < 2.0), but unhealthy in affective involvement (M = 2.29) and behavioral control (M = 2.12). Significant ethnic differences emerged in communication (F(2,144) = 3.158, p = .045, η² = .020) and behavioral control (F(2,149) = 4.109, p = .018, η² = .018), but not in conflict strategies. Path analysis revealed that withdrawing strategies negatively affected family functioning (β = .113-.143), while smoothing strategies had positive effects (β = -.139 to -.220). However, conflict strategies explained only 1.6-4.3% of the variance in family functioning (R² = .016-.043), indicating small effect sizes. While statistically significant relationships exist between conflict management strategies and family functioning, effect sizes are modest. Ethnic variations in these relationships emphasize the importance of cultural considerations for family counseling practices. The findings suggest that conflict management training may have a limited direct impact on family functioning, highlighting the need for comprehensive, culturally sensitive intervention approaches.

This study investigates how undergraduate art majors at the National University of Art Education in Vietnam perceive the cultural integration into their English curriculum. A quantitative design was employed using a researcher-developed questionnaire administered to 214 students. Data were analysed using descriptive statistics, independent-samples t-tests, and multiple regression. Findings indicated that students valued culturally relevant content, particularly materials connected to both Vietnamese and international art as well as experiential and student-centered instructional strategies. Reported challenges included limited cultural background knowledge, cognitive overload, and reduced confidence when discussing culture in English. Crucially, results from multiple regression revealed that how culture is taught may have a greater impact on students’ experiences than the content itself. Therefore, these findings underscore the importance of aligning instructional approaches with learners’ disciplinary identities and offer implications for culturally responsive curriculum design, professional development, and the implementation of context-specific teaching strategies in English language instruction for art students.

This study aims to develop a competency framework for teaching natural science under the blended learning (BL) model for Natural Science education students at Thai Nguyen University of Education. Recognizing the increasing importance of BL in the context of modern education and the challenges teachers face during implementation, the modified Delphi method was employed to collect expert opinions, involving three rounds of surveys with 50 participants, including university lecturers and secondary school educational administrators. The research identifies seven core competency groups, including specialized knowledge, lesson design and evaluation competencies, classroom organization and management, student assessment and feedback, information technology competencies, experiment and simulation utilization in teaching, and basic knowledge of BL. The findings highlight the necessity of blending traditional teaching methods with modern technology to effectively implement the BL model, enhancing both the teaching process and students' learning outcomes. This framework is expected to serve as a crucial basis for teacher training universities to adjust their curricula and support educational administrators in fostering and enhancing the capacity of natural science teachers at the secondary level. This competency framework aims to support the professional development of Natural Science teachers and education students, ensuring their preparedness for the evolving demands of modern education. Furthermore, the study provides insights into the skills and knowledge that teachers need to acquire to adapt to the continuously evolving educational environment.