MEASURES FOR MANAGING THE DEVELOPMENT OF DIGITAL COMPETENCIES IN TEACHING FOR HIGH SCHOOL TEACHERS IN HANOI, VIETNAM
DOI:
https://doi.org/10.46827/ejes.v13i9.6999Keywords:
digital competence, management, digital competence development, high school teachers, digital transformationAbstract
In the context of the digital transformation of education, developing the digital teaching competencies of high school teachers is an urgent necessity for enhancing teaching quality and meeting the demands of educational reform. This paper examines the theoretical foundations of managing the development of these competencies and proposes five management measures for high schools in Hanoi, Vietnam. These measures are designed to be comprehensive and aligned with the practical needs of high schools and the requirements of educational digital transformation, thereby contributing to improved management efficiency, the development of teachers' digital competencies, and the overall quality of instruction.References
Benali, M., & Mak, J. (2022). A comparative analysis of international frameworks for teachers' digital competences. International Journal of Education and Development using Information and Communication Technology, 18(3), 122–138. Retrieved from https://www.researchgate.net/publication/367800161_A_comparative_analysis_of_international_frameworks_for_Teachers'_Digital_Competences
Domínguez-González, M. Á., Luque de la Rosa, A., Hervás-Gómez, C., & Román-Graván, P. (2025). Teacher digital competence: Keys for an educational future through a systematic review. Contemporary Educational Technology, 17(2), Article e577. https://doi.org/10.30935/cedtech/16168
Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency (TDC) framework. Educational Technology Research and Development, 68, 2449–2472. https://doi.org/10.1007/s11423-020-09767-4
Ghomi, M., & Redecker, C. (2019). Digital competence of educators (DigCompEdu): Development and evaluation of a self-assessment instrument for teachers’ digital competence. In Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019) (Vol. 2, pp. 541–548). SciTePress. https://doi.org/10.5220/0007679005410548
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. https://www.citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogical-content-knowledge
Krumsvik, R. J. (2011). Digital competence in Norwegian teacher education and schools. Högre Utbildning, 1(1), 39–51. https://doi.org/10.23865/hu.v1.874
Nguyen, C. C. (2003). Tinh hoa quản lý [The essence of management] (Rev. ed.). Nhà xuất bản Lao động.
Nguyen, P. Q. (2023). Phát triển khung năng lực số cho giáo viên trong kỷ nguyên trí tuệ nhân tạo [Developing a digital competency framework for teachers in the era of artificial intelligence]. In Kỷ yếu Hội thảo khoa học quốc gia Phát triển năng lực giáo viên trong bối cảnh chuyển đổi số [Proceedings of the National Scientific Conference on Teacher Competence Development in the Context of Digital Transformation].
Nguyen, T. G. (2022). Đề xuất một số biện pháp phát triển năng lực số cho đội ngũ giáo viên trong bối cảnh Cách mạng công nghiệp 4.0 [Proposing measures to develop digital competence for teachers in the context of the Fourth Industrial Revolution]. Tạp chí Giáo dục [Journal of Education], 22(19), 25–28.
Pham, N. S., Nguyen, H. Y., & Vu, T. Q. (2024). Digital competence of secondary school teachers in Hanoi, Vietnam: A study based on the DigCompEdu model. International Journal of Emerging Technologies in Learning, 19(5), 20–34. https://doi.org/10.3991/ijet.v19i05.48937
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union. https://doi.org/10.2760/159770
Smestad, B., Hatlevik, O. E., Johannesen, M., & Øgrim, L. (2023). Examining dimensions of teachers’ digital competence: A systematic review pre- and during COVID-19. Heliyon, 9(6). https://doi.org/10.1016/j.heliyon.2023.e16677
Subrahmanyam, G. (2022). Digital skills development in TVET teacher training: Trends mapping study. UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training. Retrieved from https://eric.ed.gov/?id=ED619368
Tran, D. T. (2025). Assessing the digital competence of K–12 teachers in Thanh An Island commune based on the DigCompEdu framework. HNUE Journal of Science: Educational Sciences, 70(2), 153–164. https://doi.org/10.18173/2354-1075.2025-0045
Tran, K. D. (Ed.). (2022). Khoa học tư duy và phát triển năng lực tư duy khoa học trong giáo dục và đào tạo [Scientific thinking and development of scientific thinking competence in education and training]. Nhà xuất bản Đại học Quốc gia Hà Nội.
UNESCO. (2018). Digital skills critical for jobs and social inclusion. https://en.unesco.org/news/digital-skills-critical-jobs-and-social-inclusion
UNESCO. (2018). UNESCO ICT competency framework for teachers (Version 3). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000265721
Vo, K. S. (2008). Giáo trình quản lý học đại cương [General management theory textbook]. Nhà xuất bản Khoa học và Kỹ thuật.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
