Developing digital competencies for teachers in the context of comprehensive digital transformation in education and training in Vietnam
DOI:
https://doi.org/10.59394/JSM.116Keywords:
Digital competence, teachers, digital transformation in education and training, digital competence framework, education policy, VietnamAbstract
The rapid advancement of the Industrial Revolution 4.0 and the accelerated implementation of the national digital transformation strategy are placing urgent demands on the development of digital competencies among teachers, recognizing this as a critical factor in realizing the goal of comprehensive digital transformation in education and training in Vietnam. Teachers’ digital competencies extend beyond the ability to use technological tools in teaching; they also encompass the capacity to design, organize, and assess educational processes in digital environments, leverage learning analytics, and apply artificial intelligence (AI) to enhance the quality of teaching and learning and personalize these activities. Teachers’ digital competencies in Vietnam have shown notable improvement in recent years. However, the development process continues to face significant limitations and challenges, including disparities in digital readiness across regions and educational levels; insufficient depth in digital pedagogy, data mining, and AI application; and institutional, infrastructural, professional development, and career-motivational constraints. Conducting systematic research on the theoretical foundations, policy context, and current situation, and proposing comprehensive and feasible solutions to enhance teachers’ digital competencies is therefore an urgent requirement for successful implementation of comprehensive digital transformation in education and training in Vietnam.
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