Kwartalnik Pedagogiczny
pl
Oryginalny artykuł naukowy
Kwartalnik Pedagogiczny

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

2026, 71, Numer 1

Joanna Madalińska-Michalak

0000-0001-9980-6597

Uniwersytet Warszawski, Wydział Pedagogiczny, Katedra Dydaktyki i Pedeutologii

Lan Nhi Truong Thi

0009-0004-3361-6706

Uniwersytet Komisji Edukacji Narodowej w Krakowie

Uniwersytet w Da Nang

Pedagogiczny Uniwersytet Naukowy

Nguyen Tien Hoang

0000-0002-3951-3263

Uniwersytet w Da Nang

Pedagogiczny Uniwersytet Naukowy

DOI

10.31338/2657-6007.kp.2026-1.8

Data publikacji

23.06.2026

Model publikowania

hybrydowy

Rodzaj licencji

CC BY 4.0 Int.

Dziedzina

Dziedzina nauk społecznych

Dyscyplina

pedagogika

Język publikacji

Angielski

Liczba wyświetleń:13

Liczba pobrań:0

Cytowania Crossref:0

Wynik Altmetric:0

Abstrakt

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).

Słowa kluczowe:

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

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