Implementing Blended Learning in Vietnamese Secondary Schools: Teachers' Perspectives and Practices
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| Title: | Implementing Blended Learning in Vietnamese Secondary Schools: Teachers' Perspectives and Practices |
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| Language: | English |
| Authors: | Thu Ha Do (ORCID |
| Source: | Issues in Educational Research. 2025 35(4):1470-1493. |
| Availability: | Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education |
| Descriptors: | Teacher Attitudes, Teaching Methods, Blended Learning, Secondary School Teachers, Foreign Countries, Beliefs, Readiness, Context Effect, Technology Uses in Education, Educational Change, Teaching Conditions, Electronic Learning |
| Geographic Terms: | Vietnam |
| ISSN: | 0313-7155 1837-6290 |
| Abstract: | Amid Vietnam's ongoing curriculum reforms and digital transformation, our study explores key factors influencing the implementation of blended learning among secondary school teachers, particularly in elective subjects. Using a large-scale mixed-methods design, we surveyed 1,834 teachers and conducted focus groups with 40 participants from diverse contexts. Guided by multiple theoretical frameworks, the research examines how teacher beliefs, readiness, and teaching conditions interact to shape blended learning practices. Quantitative findings reveal that teacher readiness is the most significant predictor of implementation (r = 0.468, p < 0.001), strongly linked to teacher beliefs (r = 0.559). Notably, teaching conditions showed a negative correlation with both beliefs and practices, indicating that infrastructure alone does not ensure pedagogical change. Group comparisons highlight that early-career and postgraduate-trained teachers are more engaged in blended practices. Qualitative insights support these findings, revealing how teachers in resource-limited settings adopt innovative strategies, emphasising professional agency and resilience. The study contributes to global discussions on digital education by centring teacher-level drivers of change. It recommends a policy shift from infrastructure-heavy approaches to targeted professional development that empowers teachers as catalysts for sustainable blended learning reform. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Access URL: | https://www.iier.org.au/iier35/do-abs.html |
| Accession Number: | EJ1492117 |
| Database: | ERIC |
| Abstract: | Amid Vietnam's ongoing curriculum reforms and digital transformation, our study explores key factors influencing the implementation of blended learning among secondary school teachers, particularly in elective subjects. Using a large-scale mixed-methods design, we surveyed 1,834 teachers and conducted focus groups with 40 participants from diverse contexts. Guided by multiple theoretical frameworks, the research examines how teacher beliefs, readiness, and teaching conditions interact to shape blended learning practices. Quantitative findings reveal that teacher readiness is the most significant predictor of implementation (r = 0.468, p < 0.001), strongly linked to teacher beliefs (r = 0.559). Notably, teaching conditions showed a negative correlation with both beliefs and practices, indicating that infrastructure alone does not ensure pedagogical change. Group comparisons highlight that early-career and postgraduate-trained teachers are more engaged in blended practices. Qualitative insights support these findings, revealing how teachers in resource-limited settings adopt innovative strategies, emphasising professional agency and resilience. The study contributes to global discussions on digital education by centring teacher-level drivers of change. It recommends a policy shift from infrastructure-heavy approaches to targeted professional development that empowers teachers as catalysts for sustainable blended learning reform. |
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| ISSN: | 0313-7155 1837-6290 |
