This study examines the association between school organizational climate (OC) and teachers' job satisfaction (JS) in public schools in Central Vietnam within the context of ongoing educational reform. A cross-sectional survey was conducted with 497 teachers from public primary, lower secondary, and upper secondary schools using the validated Vietnamese versions of the Organizational Climate Scale (OCS-V) and the Teacher Job Satisfaction Scale (T-JSS). Descriptive statistics and Pearson correlation analysis were performed to examine the bivariate association between school OC and teachers' JS. Hierarchical linear regression analysis was subsequently conducted to examine the incremental contribution of school OC beyond demographic characteristics. In Model 1, gender, age, and school level were entered as control variables, whereas school OC was added in Model 2. The results indicated a positive correlation between school OC and teachers' JS (r = .327, p < .001). The addition of school OC significantly improved the explanatory power of the regression model (ΔR² = .102, p < .001), and school OC remained positively associated with teachers' JS (β = .323, p < .001). The final model explained 11.0% of the variance in teachers' JS (R² = .110; adjusted R² = .101). These findings suggest that school OC is an important organizational factor associated with teachers' JS. From a practical perspective, strengthening supportive leadership, professional support, recognition, and favourable working conditions may contribute to more positive professional experiences among teachers. This study provides empirical evidence from Vietnam and contributes to a better understanding of how school OC is associated with teachers' JS in a reform-oriented educational context.

This study examines EFL students’ use of AI-based tools in their academic reading comprehension under the lens of the Unified Theory of Acceptance and Use of Technology (UTAUT) model. More specifically, it explores university students’ purposes and frequent use of AI digital tools in their academic reading comprehension, aligned with their perceived affordances and constraints. The study employed a mixed-methods design, collecting quantitative data via a questionnaire from 100 EFL university students and qualitative reflections via learning journals with 10 students and interviews with them. The findings suggest that the students integrated AI-assisted tools into different academic reading stages actively and strategically. They universally harnessed AI-assisted tools to activate background knowledge, improve academic lexicons and explain complicated grammatical structures, and especially generate further academic reading practices. The correlation analysis reveals significantly positive relationships between students’ actual use of AI-driven tools and four main UTAUT factors, namely Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), and Facilitating Conditions (FC). Nonetheless, concerns regarding overreliance, diminished critical thinking, and AI-generated information-related inaccuracy and inauthenticity were also reported. The study, therefore, substantially offers various implications for EFL teachers and students aiming to integrate AI-driven tools in academic reading performances.

Several studies on the relationship between student engagement and language achievement have previously been conducted in English as a Foreign Language (EFL) contexts from the perspectives of behaviour, emotion, cognition, and agency (Dincer et al., 2017; Trinh & Conner, 2019; Liu et al., 2023). Nevertheless, few studies have investigated the relationships between these four dimensions and performance outcomes of students in their speaking tasks. In this regard, a cross-sectional study was designed to examine the relationships between multidimensional student engagement and speaking test performance among 96 young EFL learners at a private language centre in Vietnam. Data were gathered through the 12-item Primary Learner Oral Engagement Questionnaire (PLOEQ) and a speaking test conducted by two raters. Independent-samples t-test and multiple linear regression were utilised in data analysis. Descriptive statistics demonstrated high levels of engagement among students, with cognitive engagement having the highest mean score. Girls expressed significantly greater behavioural, emotional, and agentic engagement compared to boys. It is apparent from the regression findings that emotional and cognitive engagement were significantly correlated with the speaking test scores, but behavioural and agentic engagement were not significant predictors. Due to the cross-sectional nature of the study, the results imply statistical association rather than causation. These results indicate that the speaking instruction conducted in private language institutions can be enhanced through engaging the students emotionally and cognitively, while recognising that not all engagement dimensions might contribute equally to speaking skills.

Solid-core optical fibers with a large core structure (Dc = 4Λ − d)  generally provide a large effective mode area, offering potential for a wide range of photonic applications. In this work, an octagonal Ge25Sb10S65-based photonic crystal fiber is proposed and numerically analyzed, in which the large core region is obtained through the omission of first layer of air holes surrounding the center. The data results indicate that the proposed design maintains a relatively large effective mode area, approximately 10 – 100 μm2 over the range of 1 – 10 μm. In addition, in the 1 – 7 µm region, an ultra-low confinement loss with an average magnitude of about 10 − 8 dB/m is achieved. These properties indicate the potential applicability of the proposed photonic crystal fiber in high power transmission, nonlinear optics, and mid-infrared photonic systems.

In the context of higher education, cooperative learning and empathy are interrelated core competencies that enhance interaction quality and educational effectiveness. The purpose of this study is to explore the relationship between cooperative learning and empathy among students. 247 full-time students at the University of Education, Hue University participated in the study and completed a questionnaire comprising the Cooperative Learning Questionnaire (CLQ) and the Basic Empathy Scale in Adults (BES-A). The results show that the students' level of cooperative learning is high (M = 4.33), and their cognitive empathy is higher than their affective empathy. Furthermore, the findings indicate a positive correlation between cooperative learning (notably individual accountability) and the students' level of affective empathy. Based on these findings, several pedagogical recommendations are proposed to enhance teamwork effectiveness and develop empathetic capacity for students.

The development and improvement of speaking and listening skills of Grade 2 students can be achieved through diverse strategies and methods. This research paper highlights the importance of identifying clear objectives and adapting teaching content to suit the specific needs of different student groups at various stages of learning. By employing a differentiated approach, teachers can effectively support students in enhancing their speaking and listening abilities. The proposed solutions align with the principles of inclusivity and contribute to the implementation of the differentiated teaching goals outlined in the 2018 General Education Curriculum. Furthermore, these solutions provide teachers with flexibility in curriculum implementation and material selection, facilitating the successful integration of the curriculum and new textbooks.

Cultivating Vietnamese language talent in students is one of the strategic objectives in primary education. This goal can be achieved through various methods and approaches; however, due to the comprehensive nature of skill development activities, paragraph and document writing emerges as an ideal avenue for fostering outstanding Vietnamese language talents in learners. In the initial phase of teaching Vietnamese to fourth graders according to the 2018 curriculum, nurturing Vietnamese language talent through a system of practical exercises, experiential activities, and creative writing competitions are highly feasible strategies.

This study evaluated the preliminary effectiveness of a model integrating storytelling and experiential activities in developing gender-flexible awareness among 5-6-year-old preschool children. A quasi-experimental pretest-posttest design with two intact classes at one preschool was used. The initial sample comprised 60 children, representing the actual children in the two classes; the two measurement occasions produced 120 assessment records. Complete pretest and posttest data were available for 56 children, with 28 in each group. The experimental group participated in ten sessions based on five stories, whereas the control group followed the regular classroom plan. Mean scores increased by 4.25 points in the experimental group and by 0.71 points in the control group. The between-group difference in gain scores was 3.54 points, t(37.48) = 7.86, p < .001, d = 2.10. The homogeneity-of-regression-slopes assumption for ANCOVA was not met; therefore, adjusted ANCOVA results were not used. The proportion of flexible responses to the focal situation in each session increased from 37.9% to 76.7% and was treated as class-level process data. The findings provide preliminary evidence of implementation and effectiveness in the two participating classes. Generalization should remain cautious because each condition included only one intact class, allocation was non-random, the instrument was researcher-developed, the assessor was aware of group status, and no follow-up assessment was conducted.

This study proposes and evaluates a pedagogical prompt design framework grounded in structured problem-solving to foster creative thinking and enhance learners' cognitive engagement in learning with generative artificial intelligence (AI). The novelty of this research lies in translating the principles of creative problem-solving theory into pedagogically grounded prompt design principles, guiding learners to interact with AI as a thinking partner rather than merely as an answer generator. The study employed a quasi-experimental pre-test–post-test design combined with design-based research (DBR), conducted with a sample of 40 third-year students (N = 40) enrolled in the course Theory and Methods of Teaching Informatics over five sessions (20 periods). Data were collected from learning artifacts, questionnaires, and semi-structured interviews. Results indicate that the use of structured prompts enhances depth of thinking, strengthens cognitive engagement, and encourages learners to actively analyze, evaluate, and self-regulate during their interactions with AI. The findings affirm the role of pedagogical prompts as a form of cognitive scaffolding and suggest a novel approach to designing AI-integrated teaching and learning activities and to developing AI competency in education.