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Ấn phẩmTeaching Vietnamese as a heritage language: Reality and prospects(2025) Nguyen, Duc LongVietnamese has a complex sociopolitical history that shaped its role both within Vietnam and across its diasporic communities. The literature review suggests that Vietnamese studies are getting more attention globally, however more studies should be done in the non-Western communities. The paper goes on presenting attempts in teaching Vietnamese as a heritage language from Western and Asian teaching contexts. Interactive, culturally meaningful activities may get higher motivation and better retention. These approaches also advance broader goals of identity and inclusion: students feel their bicultural background is an asset rather than a barrier. Cultural events play a key role in using Vietnamese to share stories and receive communal recognition. Vietnamese can be taught as a heritage language applying concrete, learner-centered strategies with supportive policies, personalizing content, stimulating multiple senses, and connecting students to the Vietnamese-speaking community to preserve linguistic skills and cultural pride. Textbooks and readers specifically designed for heritage learners should include bilingualglossaries, cultural notes, and illustrations that reflect the learners’ context.- Ấn phẩmAssessing teachers’ readiness for AI-driven XR integration: Scale development and multigroup validation in ethnic minority boarding high schools in Viet Nam(2026) Phi, Dinh Khuong; Lam, Thuy DuongThis study proposes and validates the Teachers' Readiness for AI-Driven XR Integration (TRAXRI) model to examine the determinants of teachers' readiness to adopt artificial intelligence (AI) and extended reality (XR) technologies in ethnic minority boarding high schools in Viet Nam. Grounded in the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) and extended with pedagogical and ethical dimensions, the model includes six exogenous constructs—performance expectancy, effort expectancy, facilitating conditions, attitude toward AI–XR, self-efficacy, and ethical & privacy awareness—that predict teachers' readiness for AI-driven XR integration (RI). Data were collected from 1740 upper-secondary teachers working in ethnic minority boarding high schools across Viet Nam and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that attitude toward AI–XR, performance expectancy, and self-efficacy are the strongest predictors of readiness, while ethical & privacy awareness also demonstrates a significant emerging influence. Multi-group analysis further supports the model's stability across teacher subgroups (e.g., gender, teaching experience, and regional context). The findings advance the literature by extending UTAUT2 into AI–XR pedagogical readiness in resource-constrained, culturally specific schooling contexts, and by foregrounding the ethical dimension of AI–XR adoption. Policy implications highlight the need for pedagogically grounded, ethically informed, and context-sensitive capacity-building strategies to support AI–XR integration in ethnic minority boarding high schools, aligning with Sustainable Development Goal 4 (Quality Education) and Viet Nam's digital transformation agenda.
- Ấn phẩmTeaching English in rural Vietnam: How EFL teachers define themselves?(2025) Ngo, Huy Tu; Do, Thi Dung; Nguyen, Luu Lan AnhRural areas in Vietnam often face challenges such as limited resources, lower levels of English proficiency among students, and fewer professional development opportunities for teachers, making the role of English as a Foreign Language (EFL) educators in these regions both vital and demanding. This study explores the professional identities of K-12 EFL teachers in rural areas of Vietnam. Using a qualitative approach and drawing on Conceptual Metaphor Theory, data were collected through metaphor elicitation from 24 EFL teachers currently working in rural Vietnam. Metaphor analysis was employed to analyse the collected metaphors. The study highlights how participants perceive and construct their professional identities within the unique socio-cultural and educational challenges of rural contexts. Six umbrella metaphors emerged as central to their experiences: teacher as a motivator, a ferry, a cultural ambassador, a seed sower, a juggler in a circus, and a home. This research adds to a deeper understanding of rural EFL teachers’ identities, providing insights for educators and policymakers to improve teacher retention and support systems in underserved regions.
- Ấn phẩmStudents' perceptions of teaching presence in the virtual learning environment: A community of inquiry case study in Vietnam(2025) Pham, Anh Tuan; Nguyen, Bao ToanThis study investigates Vietnamese university students' perceptions of teaching presence in the virtual learning environment through Microsoft Teams. Using a parallel convergent mixed-method design, data were collected from 131 survey respondents and six interview participants. Findings indicate that students perceived teaching presence positively, particularly valuing instructors' facilitation of discussions, provision of timely feedback, and clarity in communication. However, students also reported challenges, including limited interaction and occasional technical issues. The study contributes to the literature on the Community of Inquiry (CoI) framework by situating teaching presence within the Vietnamese higher education context. Practical implications are offered for educators and administrators to enhance course design, strengthen student–teacher interaction, and promote student engagement in online education.
- Ấn phẩmThe psychology of AI adoption in education: University students' intentions to use Large Language Models for learning from a TAM and TPB perspective(2025) Ngo, Thi Thuy An; Vo, Tran Thuy An; Phan, Minh TrangThe rapid rise of artificial intelligence (AI) and the exponential growth of AI-based tools, particularly LLMs, have spurred extensive global research in recent years. In the education sector, LLMs have demonstrated their potential to enhance students’ learning experiences and contribute to improved academic performance. In Vietnam, while recent studies have explored university students’ perceptions of using LLMs in learning, there is a notable research gap regarding their actual adoption of these tools for educational purposes. Therefore, this research was conducted to address this gap by investigating the intentions to adopt LLMs for learning by university students, applying the extended Technology Adoption Model (TAM) and Theory of Planned Behavior (TPB) models. The study employed a non-probability convenience sampling approach to gather data from 226 university students in Vietnam who have prior experiences in adapting LLMs for their learning. Partial Least Square Structural Equation Modeling (PLS-SEM) was employed to test the hypotheses and to evaluate the research model. The findings revealed that perceived ease of use, perceived usefulness, and perceived trust in LLMs significantly and positively influence students’ attitudes toward adoption. Moreover, all TPB constructs—attitude, subjective norms, and perceived behavioral control—positively impact intention to use LLMs, with subjective norms having the strongest effect. These findings underscore the critical role of social influence in shaping students’ adoption behavior within this cultural context. This study contributes to theory by demonstrating the importance of incorporating cultural elements, such as subjective norms, into adoption models. Practically, it provides clear guidance for educators and policymakers to promote LLM integration through peer-led strategies and the cultivation of positive social norms around AI use in education. Ultimately, the study highlights that fostering a supportive and socially endorsed environment is key to encouraging effective adoption of AI technologies in learning.
- Ấn phẩmInterprofessional simulation co-debriefing practices: A systematic review(2025) Jacob, ElisabethInterprofessional simulation allows healthcare students to practice the role of a professional with students from other professions. Debriefing is essential to the simulation, promoting insight into actions taken and thought processes behind the actions. The impact of co-debrief with interprofessional teams remains in question. This paper aims to explore the impact of co-debriefing on student experiences. This systematic literature review followed the Preferred Reporting Items for Systematic Reviews and Meta-analyses checklist (PRISMA). Search terms including “inter-professional education,” “simulation,” “co-debriefing,” and “university students” were undertaken across seven databases. Twenty-seven papers with students from 17 professions were included. Simulations were considered effective, however the impact of codebriefing on student outcomes was not explored in any studies. Debriefing is imperative to healthcare simulation, yet little evidence is available to support the role of co- debriefing. Further research is required to determine its effectiveness and appropriateness for all inter-professional simulations