Management of English education for preschool children toward English as a second language in response to digital transformation requirements
A study of preschools in Phuong Liet Ward, Hanoi
Keywords:
English education management, preschool children, English as a second language, digital transformation, preschool educationAbstract
This study examines the management of English education for preschool children toward English as a second language in response to digital transformation requirements at preschools in Phuong Liet Ward, Hanoi. The study was conducted from September 2025 to March 2026 using theoretical analysis, questionnaire surveys, in-depth interviews, and pedagogical observations. The survey involved 115 participants, including 10 educational administrators and 105 preschool teachers; eight administrators and professional experts were interviewed, and 12 English familiarization activities were observed. The findings show that English education was generally implemented at a relatively positive level, particularly regarding educational objectives, content, and teaching methods. However, opportunities for regular English interaction, the use of digital technologies and learning resources, and technological infrastructure remained limited. Management practices were also relatively positive in planning and organization, while direction, professional support, monitoring, and evaluation showed greater limitations. Based on these findings, the study proposes four measures: improving English education planning toward English as a second language; developing teachers’ professional and digital competencies; strengthening digital resources and the English interaction environment; and improving monitoring, evaluation, and school–family coordination. The findings provide practical implications for improving the management of preschool English education in the context of digital transformation.
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