Education Research Quarterly
en
Education Research Quarterly

Digital technologies in teaching: insights from Vietnamese teacher educators through a European perspective

2026, 71, No. 1

Lan Nhi Truong Thi

0009-0004-3361-6706

University of the National Education Commission in Cracow

University of Da Nang

University of Science and Education

Joanna Madalińska-Michalak

0000-0001-9980-6597

University of Warsaw, Faculty of Education, Department of Didactics and Pedeutology

Nguyen Tien Hoang

0000-0002-3951-3263

University of Da Nang

University of Science and Education

DOI

10.31338/2657-6007.kp.2026-1.8

Publication date

23.06.2026

Publishing model

hybrid

License type

CC BY 4.0 Int.

Field

Dziedzina nauk społecznych

Discipline

pedagogika

Language of publication

English

Number of views:83

Number of downloads:0

Crossref citations:0

Altmetric score:0

Abstract

In the context of the knowledge society, the rapid development and pervasive integration of digital technologies have positioned digital competence as a key priority in higher education. In addition to their roles in teaching and curriculum development, teacher educators play a crucial role in preparing future teachers to effectively integrate technology into the classroom. Strengthening their digital competence is essential for fostering innovative pedagogical practices and supporting the broader digital transformation of education. In Vietnam, educational digital transformation has been a national priority since 2019; however, significant challenges remain in equipping teacher educators with the necessary digital skills and pedagogical strategies. Existing research has primarily focused on school teachers and students, leaving a gap in understanding the digital competence of teacher educators in higher education. The aim of this pilot study is to identify and examine the key challenges that teacher educators in Vietnam face in developing digital competence across five domains, and to interpret these challenges through the European HeDiCom framework. This study explores the challenges in developing digital competence among teacher educators at three major universities of education in Ha Noi, Ho Chi Minh City, and Da Nang. A questionnaire survey involving 59 participants was designed and interpreted using the HeDiCom (Higher Education Digital Competence) framework, focusing on barriers related to infrastructure, pedagogical integration, organisational support, workload, and international collaboration. The findings reveal moderate levels of competence and motivation, alongside persistent structural barriers. Interpreted through the European HeDiCom framework, the results highlight common challenges and provide insights for developing inclusive and sustainable strategies to enhance digital competence in Vietnamese higher education institutions (HEIs).

Keywords:

digital competence,higher education,teacher education,digital transformation,teacher educator

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