[Research Contribution] Enhancing the quality of education and training in Vietnam in the digital era: Current situation and solutions
2 November, 2026
Keywords: Digital era; digital transformation; education and training; solutions for improving the quality of education and training.
Vietnam is actively pursuing digital transformation across all areas of society, from economic management to cultural and scientific development. This direction aligns with Resolution No. 57 of the Politburo, which identifies “science and technology, innovation, and digital transformation” as the “golden key” to enabling Vietnam to achieve high-income developed-country status by 2045. However, how can digital transformation genuinely improve the quality of education, rather than simply applying technology to existing activities In response to this question, a study by an author from the University of Economics Ho Chi Minh City (UEH) examines the role of the digital era, assesses the current state of digital transformation in educational institutions, and proposes solutions to improve the quality of education and training in Vietnam.
Vietnamese Education and Training in Response to the Demands of the Digital Era
Digital transformation is having a far-reaching impact on economic activities, public administration, and social life, changing how value is created, activities are organized, and stakeholders connect. The development of the digital economy, digital government, and e-commerce requires new management approaches, stronger adaptability, and a workforce equipped to meet the changing demands of the times. In this context, education and training play a crucial role in equipping people with the knowledge, skills, and digital competencies they need.
In response to the demands of the digital era, countries need to continuously update their knowledge, conduct research, and apply technology in education, supported by well-directed innovation strategies suited to their practical circumstances. In Vietnam, the country’s development goals for this new phase require improvements in the quality of education and training, as well as the development of a workforce characterized by patriotism, resilience, intellectual capability, professional expertise, and adaptability to social change. These requirements provide an important foundation for reforming educational content, teaching methods, and management practices to support the comprehensive development of learners.
- The digital era and the need to improve teaching and learning quality
Digital transformation enables more flexible learning that is no longer constrained by time or location. Online learning, e-learning, and Learning Management Systems (LMS) allow teachers, administrators, school pupils, and university students to learn anytime and anywhere, supporting lifelong learning.
- The digital era and the need for more effective education management
Digital technologies help digitize and optimize administrative processes, including the management of student and teacher records, schedules, learning resources, and interactions among schools, parents, students, and relevant social organizations. Digital tools and specialized software enable educational institutions to carry out these activities more efficiently. LMS platforms, in particular, support course management, assignment distribution, grading, learning material delivery, and student progress tracking.
Student assessment can also be supported by question banks, multiple-choice examinations, and automated grading software. These tools help improve consistency in assessment and reduce the risk of misconduct in examinations and testing at schools and other educational institutions. At the same time, the digital era requires administrators, teachers, lecturers, school pupils, and university students to strengthen their professional qualifications and digital competencies.
- The digital era and the need to strengthen the professional competencies of educators and learners
In teaching and research, digital technologies enable lecturers to collect, analyze, and process data more quickly and conveniently. Artificial intelligence (AI) tools also support research and teaching activities. In addition, online academic forums and social networks create opportunities to connect with researchers around the world. Compared with traditional approaches, digital tools can also reduce lecturers’ administrative workload, allowing them to devote more time to their professional responsibilities.
The current state of digital transformation in Vietnamese education and training
Digital transformation in Vietnam’s education and training sector has achieved positive results in several areas. Data and learning resources are gradually being digitized, while digital repositories are expanding to include e-learning courses, lecture videos, multiple-choice questions, and various teaching and learning materials. Digital technologies are increasingly being applied in educational management and teaching, and digital knowledge and skills are receiving greater attention in educational activities. Online learning platforms have expanded access to education by reducing barriers related to time and location. Notably, artificial intelligence (AI), Big Data, and blockchain technology have also been applied in certain educational management activities, diploma authentication, and data integration (FPT IS, 2024). Overall, the development of technological infrastructure, digital learning resources, and technology-enabled management has begun to deliver practical benefits, contributing to changes in teaching and learning methods, improved operational efficiency, and lower costs for educational institutions.
However, despite these achievements, Vietnam’s education and training sector continues to face considerable challenges in digital transformation, particularly in technological infrastructure, workforce capabilities, and human resource quality. Some educational institutions still lack adequate and synchronized information technology infrastructure and equipment. Limited digital technology capabilities also make it difficult to reform curricula and teaching methods toward a learner-centered approach that emphasizes competency development.
In addition, the training and professional development of educational administrators, schoolteachers, and university lecturers have not fully met practical requirements. Some members of the education workforce still have limited information technology skills and digital competencies. Challenges remain in designing digital lessons, using specialized software, facilitating online interaction, and communicating in digital environments. These limitations affect the ability to innovate teaching and learning methods in the context of digital transformation.
Furthermore, the quality and structure of Vietnam’s workforce remain insufficiently aligned with the demands of the digital labor market. The mismatch between training programs and labor market needs, particularly regarding workers with specialized expertise and technological skills, highlights the need for continued reform in education and training, stronger digital competency development, and greater adaptability to technological change.
Directions for Improving the Quality of Education and Training in the Digital Era
Based on its analysis of the current state of education and training in the digital era, the study proposes several solutions to improve the quality of education and training in Vietnam.
First, strengthen communication and awareness-raising about the role of digital transformation in education. This is an important measure to improve awareness and encourage the active participation of educational administrators, teachers, students, and parents in the digital transformation process.
Second, prioritize investment in information technology infrastructure. The development of high-speed internet connectivity, technological equipment, computer systems, and integrated learning software at educational institutions should be prioritized in line with practical conditions and development needs.
Third, develop a highly skilled workforce. Greater emphasis should be placed on professional training, digital skills, and technology application capabilities for schoolteachers and university lecturers, thereby improving the effectiveness of teaching and learning on digital platforms.
Fourth, reform curricula and teaching methods. Educational programs should shift from primarily transmitting knowledge toward developing learners’ competencies. Content related to information technology, artificial intelligence, robotics, and data science should be gradually integrated in ways appropriate to each educational level. Meanwhile, blended and hybrid learning approaches, which combine face-to-face and online instruction, can broaden access to knowledge and promote learners’ initiative and creativity.
Fifth, develop a digital learning resource ecosystem. Educational institutions should build and expand diverse repositories of digital resources, including electronic textbooks, lecture videos, simulation software, and online assessment systems, to meet teaching and learning needs in digital environments.
Sixth, strengthen digital education management capabilities. The application of School Management Systems (SMS) can support the digitization of student records and data, as well as administrative processes, improving information processing and supporting management and decision-making.
Overall, digital transformation in education involves more than simply adopting technology. It also requires changes to educational models, teaching methods, and the organization of learning to build a modern, flexible, and effective education system. Achieving this goal requires coordinated efforts among management authorities, educational institutions, and educators, supported by investment in infrastructure, workforce development, and teaching innovation. This direction is also consistent with the spirit of Politburo Resolution No. 71-NQ/TW dated August 22, 2025, on breakthroughs in education and training development.
View the full research paper “Enhancing the quality of education and training in Vietnam in the digital era: Current situation and solutions” HERE.
Author: Dr. Phan Thi Ha – University of Economics Ho Chi Minh City (UEH)
This article is part of the series disseminating research and applied knowledge under the message “For a More Sustainable Mekong,” within the “Research Contribution For All” program conducted by UEH. UEH respectfully invites readers to stay tuned for the next edition of the UEH Research Insights newsletter.
News, photos: Author, Department of Admissions – Communications UEH Mekong, Department of Communications and Partnerships UEH
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