Developing digital competence for general education teachers in the context of educational digital transformation in Vietnam

Authors

  • Tran Thi Minh Hang National Academy of Education Management, Hanoi City, Vietnam
  • Dinh Thi Lua Ninh Binh Provincial Party Committee, Vietnam
  • Luu Cong Tri Hanoi Metropolitan University, Hanoi, Vietnam

Keywords:

digital competence, teacher professional development, educational digital transformation, general education teachers, DigCompEdu, Vietnam

Abstract

Digital transformation has fundamentally reshaped educational systems, making digital competence an essential professional requirement for general education teachers. This study aims to analyze the theoretical foundations, international frameworks, current practices, challenges, and development strategies for teachers' digital competence in the context of educational digital transformation in Vietnam. A qualitative research design was employed using literature review, policy analysis, and qualitative content analysis. Secondary data were collected from international organizations, including UNESCO, the European Commission, OECD, and the World Bank, together with Vietnamese policy documents and peer-reviewed studies indexed in Scopus and Web of Science. The findings indicate that digital competence has evolved beyond basic ICT skills to encompass pedagogical integration, digital resource development, assessment, communication and collaboration, cybersecurity, digital ethics, problem-solving, and lifelong learning. Vietnam has established an increasingly favorable policy environment for educational digital transformation; however, disparities in teachers' digital competence, uneven access to professional development, limited pedagogical integration of digital technologies, and insufficient application of artificial intelligence and learning analytics remain significant challenges. Based on the review, the study proposes a comprehensive framework for strengthening teachers' digital competence through coordinated actions involving policymakers, teacher education institutions, schools, and teachers themselves. The findings provide practical implications for designing sustainable professional development programs and support the implementation of educational digital transformation in Vietnam.

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Published

2026-07-21

How to Cite

Hang, T. T. M., Lua, D. T., & Tri, L. C. (2026). Developing digital competence for general education teachers in the context of educational digital transformation in Vietnam. Tennessee Research International of Social Sciences, 8(2), 55–70. Retrieved from http://triss.org/index.php/journal/article/view/163

Issue

Vol. 8 No. 2: July-December 2026

Section

Research Articles

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