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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
Language: English
Authors: Thu Ha Do (ORCID 0009-0001-2898-9629), Dien Thi Bui (ORCID 0000-0002-1105-6822), Thi Bich Dao Pham (ORCID 0009-0004-0893-5000), Ngoc Chinh Dao (ORCID 0009-0008-2593-835X), Thi Thu Thao Nguyen (ORCID 0009-0006-6277-7298)
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
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  Data: Implementing Blended Learning in Vietnamese Secondary Schools: Teachers&#39; Perspectives and Practices
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  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Vietnam%22&quot;&gt;Vietnam&lt;/searchLink&gt;
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Amid Vietnam&#39;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 &lt; 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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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 1470
    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Beliefs
        Type: general
      – SubjectFull: Readiness
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Teaching Conditions
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Vietnam
        Type: general
    Titles:
      – TitleFull: Implementing Blended Learning in Vietnamese Secondary Schools: Teachers' Perspectives and Practices
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            NameFull: Thu Ha Do
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              Y: 2025
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