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.

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.

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.

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.