The Vietnam National Institute of Educational Sciences

ABSTRACT Thanks to the socio-economic and political benefits stemming from international students, host governments and universities worldwide have implemented various measures to attract and retain them. Similarly, scholars in international education have conducted studies to explore various aspects of international student satisfaction and loyalty (ISSL). This review synthesizes six decades of ISSL research based on 925 Scopus-indexed documents (1961–2024). While the field is often framed as an education-marketing conversation, the data reveal a psychological strand that emerges earlier, endures, and now co-exists with both. Across sub-analyses (keywords, co-citation, co-authorship, and explicit home-host flows), a common trajectory emerges: the field evolves from a psychosocial focus on adjustment and acculturation, through a managerial and consumerist turn emphasizing satisfaction, branding, and loyalty, to a disruption era of digital delivery, wellbeing, and policy factors. Geographically, the maps converge on a shift from Western-focused dominance to a more polycentric landscape: established Anglophone hubs remain central, while bridging systems in Western Europe, East, and Southeast Asia occupy dual sender-host roles. Reference structures show that, despite the spread of marketing vocabulary, “satisfaction” in ISSL is typically grounded in wellbeing and academic experience rather than consumer behavior.

This paper introduces an optimal control approach for a palletizing manipulator operating within a loadunload cycle. By employing the matrix representation of the Lagrange dynamics, the motion equations of the manipulator are systematically derived. An energy-based objective function, together with terminal state constraints, is incorporated into the Hamilton formulation. By applying Pontryagin's Principle to this formulation, a set of optimality conditions is obtained in the form of a two-point boundary value problem. This problem is then addressed through numerical simulation using computer software, thereby validating the effectiveness and applicability of the proposed control strategy.

This study examines the professional competencies of early childhood education (ECE) teachers in Vietnam in response to the implementation of a competency-based ECE curriculum. Employing a mixed-methods approach, the research included a survey of 329 ECE teachers using structured questionnaires, observations of 62 educational activities across public and private ECE institutions in two socioeconomically distinct regions, and semi-structured interviews with 12 administrators and 40 teachers. Results revealed that while most teachers self-assessed their competencies as proficient, particularly in cognitive competence and professional attitudes, classroom observations, discussions, and interviews disclosed significant limitations in practical teaching skills. These gaps were evident in teachers' ability to adapt lesson plans based on assessment data, respond to individual children's needs, including those with disabilities and special needs, provide effective feedback, and integrate technology meaningfully into instruction. Disparities in teacher competencies across regions and institution types reflected variations in working conditions and professional development opportunities. These findings provide empirical evidence to inform the development of a national competency framework for early childhood teachers, guide policy formulation, and enhance teacher preparation programs to support the effective implementation of Vietnam's competency-based ECE curriculum during the next phase of educational reform.

This study employed a quantitative method with a comparative survey design to examine the character of education in primary school curricula in Taiwan and Indonesia. A total of 330 teachers (165 from each country) participated in the study. The research focused on curriculum content, character-building methods, and educational approaches. Data were collected through a structured questionnaire and analyzed using t-tests. The findings revealed that both countries emphasize character education through structured programs beyond formal learning. In Taiwan, the development program involves collaboration between principals and teachers, while in Indonesia, principals supervise teachers in implementing character values across intra- and extracurricular activities. This study used a quantitative survey design to compare character education in Taiwanese and Indonesian primary school curricula, involving 330 teachers from both countries. It examined curriculum content, character-building methods, and educational approaches in each system. Findings showed that both countries emphasize character education, with Taiwan favoring principal-teacher collaboration, while Indonesia emphasizes principal-led supervision in both intra- and extracurricular settings.

Career orientation for students plays an important role and is the basis for students to choose appropriate elective subjects at the high school level, according to the General Education Curriculum 2018. The purpose of this research is to examine the experience of some countries in supporting students in choosing career-oriented subjects. This study investigated general education curriculum and solutions to support students in choosing subjects in several countries, such as the US, Germany, Netherlands, Norway, Australia, Singapore, and Japan. The results of this study include: 1) analyzing career-oriented goals in the general education curriculum and supporting measures for students in career-oriented subject selection in some countries around the world; 2) proposing some lessons learned for Vietnam in supporting students in choosing career-oriented subjects in implementing the General Education Curriculum 2018.

This quantitative study examines student satisfaction with the organization of university training activities at the National Academy of Educational Management, Vietnam during the 2020-2021 academic year. A convenience sampling method yielded a sample size of 175 undergraduate and graduate students from diverse academic programs. Participants completed a survey assessing satisfaction levels across various components of university training activities. Descriptive analysis using SPSS was conducted, revealing insights into student perceptions and satisfaction levels. Across planning training, class registration, testing and assessment, the organization of internships, projects, graduation theses, and other administrative activities, students' perceptions offer valuable insights into the effectiveness of institutional policies and procedures. While indications of overall satisfaction exist, particularly with instructor guidance during internships and project work, opportunities for enhancement are identified, particularly in class registration processes and the evaluation of training results. Leveraging these insights and implementing targeted interventions can further optimize student experiences, fostering a supportive learning environment conducive to academic success. This study contributes to the literature on educational management, providing actionable recommendations for institutions aiming to improve student satisfaction and academic outcomes. Received: 19 May 2024 / Accepted: 30 June 2024 / Published: 5 July 2024

ABSTRACTWith 72% of Vietnamese households using the Internet after Vietnam first had access in November 1997, the traditional culture of parent–child communication within families in particular has been significantly influenced by the arrival of this technology. This paper presents a mixed‐method study that surveyed 464 parent–child dyads, conducted 30 in‐depth interviews and 6 group discussions held in three major cities across Vietnam. The results demonstrate how the parents and their children use the Internet and recognize the influence of this technology on their communication. It is apparent that despite the old ways of a top‐down or hierarchical relationship in traditional homes, parent–child communication is moving in the direction of a more equal and open manner despite some disparities in the understanding and respecting of each other's emotions and perspectives due to conflicts created by generational gaps and cultural understandings. The positive and negative impacts of the Internet on parent and child communication are acknowledged, but this study advocates for a change from informal communication rules related to Internet usage and suggests developing a professional system that supports parents and children to manage the parent–child communication issues and challenges more effectively.