<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Pham Thi Binh</style></author><author><style face="normal" font="default" size="100%">Hoang Thi Thu Hong</style></author><author><style face="normal" font="default" size="100%">Nguyen Thi Thuy Trang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EFFECTIVENESS OF FLIPPED CLASSROOMS IN ENHANCING SELF-STUDY COMPETENCY AND ACADEMIC ACHIEVEMENTS IN VIETNAM’S SECONDARY SCHOOLS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">flipped classroom</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary science education</style></keyword><keyword><style  face="normal" font="default" size="100%">self-study competency</style></keyword><keyword><style  face="normal" font="default" size="100%">Vietnam</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4664263</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Self-study has been recognized as a core competency in Vietnam’s General Education Curriculum, underscoring its essential role in students’ holistic development. This study employed a quasi-experimental design to examine the effectiveness of the flipped classroom model in enhancing self-study competency and academic achievement among secondary students. The intervention, focusing on the topic “Mixtures and Separation of Substances” in Grade 6 Science, involved 137 students from four classes at two secondary schools in Hanoi during the second semester of the 2022–2023 academic year. Two classes (n = 68) were taught using the flipped classroom model (experimental class), while the other two (n = 69) followed conventional teacher-centered teaching (control class). Academic performance tests and a validated seven-item self-study competency scale were used to assess outcomes. Data were analyzed using descriptive statistics, Wilcoxon signed-rank tests, and Mann–Whitney U tests. Results showed that flipped teaching significantly improved both academic achievement and self-study competency, with the experimental class outperforming the control class. No significant difference was found between the two experimental classes, suggesting consistency in the intervention’s effects. These findings highlight the potential of the flipped classroom model to foster autonomous learning, improve educational outcomes, and inform future teaching practices in Vietnamese secondary education.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">613-625</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Quan Thuan Kieu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DESIGNING INTERNSHIPS FOR THE DEVELOPMENT OF DIGITAL SKILLS OF AGRICULTURAL STUDENTS IN VIETNAM</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">agricultural students</style></keyword><keyword><style  face="normal" font="default" size="100%">designing internships</style></keyword><keyword><style  face="normal" font="default" size="100%">development of digital skills</style></keyword><keyword><style  face="normal" font="default" size="100%">Vietnam</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1698379252.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">To prepare citizens for the digital era, the Vietnamese government has issued guidance for higher institutions to play a vital role in cultivating digital skills. However, these institutions face challenges due to limited digital technology capacity, resulting in inadequate skill development. To address this, they collaborate with industries through internships to provide students with opportunities to enhance their digital skills in real work settings. Nonetheless, the strategies that higher institutions have implemented in designing internships for the development of students' digital skills are questionable to the public. Hence, this study aimed to explore the educational strategies implemented by higher education institutions in Vietnam to design internships that enhance learners' digital skills. Using a qualitative approach, primary data was collected through interviews with six policymakers from a higher institution in southern Vietnam, and additional data was gathered from documents related to internship and curriculum designs. Thematic analysis of the data revealed several strategies implemented in internship design, including curriculum design, pre-internship preparation, stakeholder regulations during internships, and evaluation actions. These strategies were identified as major themes for effective internship designs and the development of students' digital skills. The study also suggests various applications for multiple stakeholders and highlights the need for further research in this area.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">627-646</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Quan-Hoang Vuong</style></author><author><style face="normal" font="default" size="100%">Minh-Trang Do</style></author><author><style face="normal" font="default" size="100%">Thi-Van-Anh Pham</style></author><author><style face="normal" font="default" size="100%">Thi-An Do</style></author><author><style face="normal" font="default" size="100%">Phuong-Thuc Doan</style></author><author><style face="normal" font="default" size="100%">Anh-Duc Hoang</style></author><author><style face="normal" font="default" size="100%">Thu-Hang Ta</style></author><author><style face="normal" font="default" size="100%">Quynh-Anh Le</style></author><author><style face="normal" font="default" size="100%">Hiep-Hung Pham</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE STATUS OF EDUCATIONAL SCIENCES IN VIETNAM: A BIBLIOMETRIC ANALYSIS FROM CLARIVATE WEB OF SCIENCE DATABASE BETWEEN 1991 AND 2018</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic database</style></keyword><keyword><style  face="normal" font="default" size="100%">bibliometrics analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">Clarivate WOS</style></keyword><keyword><style  face="normal" font="default" size="100%">educational sciences</style></keyword><keyword><style  face="normal" font="default" size="100%">international publishing</style></keyword><keyword><style  face="normal" font="default" size="100%">Vietnam</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1596902896.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Since 2013, Vietnam has implemented a plan to reform the whole education sector. However, there is little understanding on the status of educational research in Vietnam, which may lay the foundation for such plan. Thus, this research aims to analyze the whole picture of educational research from Vietnam, as seen from the Clarivate Web of Science (WOS) database: 215 publications were recorded, ranging from 1991 to 2018. These 215 publications were further analyzed from five perspectives: 1) number of publications by year; 2) research fields and levels of education; 3) top institutions with the highest number of publications; 4) international collaboration; and 5) quality. Some of the most notable results are: 1) the educational sciences in Vietnam have been still under-developed until recently; 2) among different research topics  research among educational sciences, some (e.g., Vocational Education and Training or Early Childhood Education) seemed to be overlooked whereas others (e.g., Higher Education and Teaching and Learning) seemed to receive more attention from educational scholars; 3) all the most major education – specialized universities did not appear among the top five institutions with highest number of publications; 4) Australia, Thailand, the USA, New Zealand and China were the countries with the highest number of co-publications with Vietnamese researchers; and 5) The majority of publications belonged to low-ranked journals. Implications would be withdrawn for Vietnamese policymakers, education leaders, educational researchers and teachers in order to adjust their policies and/or action plans; thus, enhancing the performance and impacts of educational research in the future.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">644-662</style></section></record></records></xml>