The study “Positive Behavioral Support Strategies for Children with Autism Spectrum Disorder by Parents in Van Giang District, Hung Yen Province” aims to examine the application of Positive Behavioral Support (HTHVTC) strategies in interventions for children with Autism Spectrum Disorder (ASD). The participants included 120 parents of children with ASD who were enrolled in five intervention and integration centers in Van Giang District. Findings revealed that the overall application of HTHVTC strategies by parents was at a moderate level, with a mean score of 3.48 on a five-point Likert scale. Although a variety of strategies were employed, limitations remained in both frequency and quality. The most frequently and effectively applied strategies were teaching replacement skills (x̄ = 3.56) and providing environmental support (x̄ = 3.55), whereas strategies related to social interaction received the lowest rating (x̄ = 3.30). Importantly, no statistically significant differences were observed across parental gender, age, educational attainment, or occupational groups in the application of HTHVTC strategies. However, psychosocial factors - such as awareness of the strategies, attitudes toward punishment, and participation in training courses - significantly influenced implementation. Parents with greater knowledge of HTHVTC and those who had attended relevant training demonstrated higher levels of strategy application. These findings underscore the need for training programs that are both personalized and comprehensive, encompassing not only child-focused intervention techniques but also parental support in emotional well-being and self-care. Such an approach has the potential to enhance the effectiveness of interventions and improve the overall quality of life for both children and their families.

This study investigates the prevalence of late-sleeping habits in the form of bedtime procrastination among 213 students at the University of Education, Hue University. In this study, late-sleeping is defined as the habitual delay of going to bed past 11:00 p.m. despite prior intention to sleep earlier, occurring frequently enough to become automatic. Data were collected using a questionnaire developed based on the Bedtime Procrastination Scale (Kroese et al., 2014), supplemented with self-reported sleep–wake timing items aligned with international standards. Descriptive statistics show that although more than 82% of students intended to sleep before 11:00 p.m., fewer than 40% succeeded; additionally, 61.51% reported going to bed after 11:00 p.m. on school days and 73.71% on weekends. These findings highlight a substantial intention–behavior gap. The primary causes arise from the interplay between digital temptations (especially social media) and reduced self-regulatory capacity at the end of the day. The psychological mechanism of “just a bit more,” coupled with fatigue, drives students into a recurring cycle of passive digital engagement, time loss, and delayed bedtime. The study indicates that late-sleeping habits among university students stem largely from psychological–behavioral factors rather than biological ones. Based on these results, we propose interventions at both the individual level (device-use habit management, implementation-intention strategies, and “Brain Dump” techniques) and the institutional level (education on time and energy management, circadian science, and strengthened campus psychological support). This research provides foundational evidence on late-sleeping behavior among Vietnamese university students and suggests practical directions for improving sleep health and academic performance.

This study aims to examine the mental health status of divorced women in Ho Chi Minh City. The sample consisted of 79 divorced women recruited through convenience sampling. The instruments used included the CES-D-10 (depression), GAD-7 (anxiety), PSS-SR5 (post-traumatic stress symptoms), and the PERMA-Profiler (well-being). The results show that nearly half of the women exhibited symptoms of depression (48.1%), and more than half reported anxiety (50.2%) or stress symptoms (50.6%), indicating a substantial level of emotional distress in this population. Nevertheless, well-being indicators remained moderately high, suggesting that positive psychological resources—such as life meaning, social connectedness, and positive emotions—were still maintained among a portion of these women. This finding aligns with Keyes’ dual-continua model, which posits that mental illness and well-being can coexist. The study recommends that support programs for divorced women should simultaneously target the reduction of emotional distress and the enhancement of internal strengths to facilitate the post-divorce adjustment process.

This study examines the management of reading culture development among students at the University of Education, Hue University. The study employed a quantitative approach, utilizing a 5-point Likert scale survey administered to 55 administrators, lecturers, and librarians. Data were analyzed using descriptive statistics to determine the effectiveness of various management contents. The findings indicate that the management of reading culture development has achieved relatively positive outcomes: the objectives, content, and organizational forms are fundamentally aligned with the educational goals. However, the study also reveals certain limitations, such as unsynchronized coordination among university stakeholders, infrequent monitoring and evaluation, and the ineffective exploitation of digital resources and online reading environments. Based on these findings, the study proposes several measures to enhance the management efficiency of reading culture development for students at the University of Education, Hue University. The findings contribute to the empirical foundation for managing reading culture in higher education, while providing valuable references for pedagogical institutions in the context of educational reform and digital transformation.

In Vietnam Medieval Narrative Prose, characters with divination functions were the characters who had the role, the duty of predicting the future of some individuals or all of the community. This type of characters consist of three groups: miraculous characters, medium characters who connected real world and virtual world, and normal human characters. They all had common characteristics in ways of divination methods. Besides, each group has its own distinctive features of their extraction, abilities, interactions with other characters and role in the work.

The advancement of Neural Machine Translation (NMT) and Large Language Models (LLMs) is placing fundamental reform demands on Vietnamese–Chinese translation training at the university level. This paper addresses the question of how Vietnamese–Chinese translation pedagogy must change in the AI era and which integration model best suits the specificities of this language pair. The study employs document analysis and synthesis, theoretical systematization, and pedagogical reasoning grounded in constructivist theory, the TPACK and SAMR frameworks, and hybrid translator competence theory. The findings identify six components of hybrid translator competence and propose the VCT-AI model (Vietnamese–Chinese Translation – AI Integration Model), structured around four pillars: consolidating manual translation foundations; developing domain-specific prompt engineering skills; practicing pedagogically guided post-editing; and assessing ethical conduct alongside hybrid translator competence. The model is operationalized through a five-step instructional process and a four-dimensional assessment rubric with weighted criteria. This study contributes a specialized pedagogical framework for the Vietnamese–Chinese language pair in the AI era, offering practical implications for translation course design at the undergraduate level and laying the groundwork for future classroom experiments.

The identity preservation and development right of children is recorded in Law on Children 2016, which means that the Party and State have innovative thinking about the role of children in the identity culture preservation and development of the nation. With family, school, and social effort, the task of ensuring identity preservation and the development right of children has gained many significant achievements. Children are an important subject that maintains and grows the traditional cultural values of a nation. However, globalization has an effect on the intrusion of cultural movement which is not compatible. Given this fact, the article indicates a directed solution that ensures the identity preservation and development right of children, which contributes to maintaining the cultural quintessence of the nation in the new era.

Ethical education for students is an important and fundamental part of the comprehensive education process in primary schools. Among the ways of ethical education for students, doing experiential activities is considered as the most advantageous path. In order to carry out a qualified and effective work of ethical education through experiential activities for students, schools need to accurately and adequately acknowledge the objectives; apply well the contents, methods and forms of ethical education through experiential activities. This paper aims to figure out the situations of ethical education through experiential activities for primary school students in Hue city. About 150 teachers of 7 primary schools have taken part in this research by filling out their answers in our survey forms. The result shows that most teachers recognize the significance of ethical education through experiential activities. Their schools have organized multiple experiential activities to ethically educate students, whose contents, methods and forms are suitable for their learners, making positive impacts on helping students practice and create a proper and standard lifestyle. However, these activities still have many shortcomings and inadequacies for some reasons. Among those, due to the fact that experiential activities have just been applied recently in primary schools, the work of organizing the ethical education through experiential activities is not yet able to ensure the consistency, commitment, and frequency. On that basis, a number of measures would be proposed to improve the effectiveness of ethical education through experiential activities, contributing to the comprehensive development of students' personality and successfully implementing the new common education program.

The predicted need is a human consciousness or mind. Forecasts were very diverse in types but could be classified into three large groups: to observe existing natural phenomena, to contact the divine supernatural world and to create systems of methods to predict the future. The above diversity of forecasts  stemmed  from the variety of cultures. One of the basic and fundamental premises for the formation of Vietnamese forecasts in general and in Medieval Narrative Prose in particular were Confucianism, Buddhism and Taoism. They were expressed in literature in character systems with predictive function; in ideas and philosophies and in spiritual practicing of prediction. Having origin from the reception of the Three Teachings, especially Taoism based on the underlying indigenous Southeast Asia culture, those expression in Vietnamese forecasts also had deep marks of culture and history in our country's.