International collaboration contributes significantly to improving scientific performance in Vietnam, but it also results in Vietnamese researchers depending on foreign partners to get their work published. The current study is an initial effort to examine the domestic research capability of Vietnam’s Social Science and Humanities (SSH) disciplines through scientific productivity. The research focuses on investigating various aspects, including leading Vietnamese authors, solo authors, and gender difference, as well as international and domestic collaboration networks. The study extracts the data of 2040 Vietnamese SSH authors, 1981 foreign authors, and 3160 publications during the period of 2008–2019, from the exclusive Social Sciences and Humanities Peer Awards (SSHPA) database. Findings show a steadily rising contribution from leading domestic authors in SSH research, with an annual growth rate of approximately 22.33%. Moreover, 77.26% of publications are led by Vietnamese researchers. The proportion of publications by Vietnamese authors increased dramatically and surpassed the proportion of internationally collaborated publications in 2019, at 55.83%. The domestic research collaboration network has expanded in an observable manner. However, the participation rate of women in SSH research was relatively low, at an average of 37.30%. While the self-sustaining capacity of SSH researchers and institutes in Vietnam has been rising, gender inequality remains prevalent. In order to further strengthen and promote the scholarly community, as well as their research capacity, and to maintain public trust in SSH research, we recommend that policymakers encourage self-sustaining research, nationwide collaboration, and empower female researchers.

In tropical and subtropical areas, peanuts are a very important legume crop that is widely cultivated for food and cooking oil. They are, however, extremely susceptible to a wide range of phytopathogens, particularly soil-borne fungi, which result in low yields and poor seed quality. This study aimed to express three Trichoderma asperellum SH16 42 kDa chitinase-encoding genes in peanut to improve their resistance to some soil-borne fungi. Chi42 is a synthetic, intronless, wild-type gene, whereas syncodChi42-1 and syncodChi42-2 are peanut codon-optimized synthetic genes. These genes were introduced into a local peanut strain through Agrobacterium-mediated transformation. Analysis of the transgenic peanut lines showed that chitinase-specific activities from the syncodChi42-1 and syncodChi42-2 genes were approximately 1.2 and 1.4 times higher than those of the wild-type gene, respectively. The engineered peanut plants also exhibited antifungal activity against the soil-borne pathogenic fungus Sclerotium rolfsii. The transgenic peanut lines transformed with the two synthetic genes have stronger antifungal activities than those transformed with the wild-type version, suggesting that they could be used as novel peanut lines to combat phytopathogenic fungi.

Research is a process by which new knowledge is discovered. High-quality research is characterized by different attributes, many of which tend to be related to each other. In research, the interest for interpreting and describing how theory is built and how to call for explanations based on collected facts, measurements, and observations are of importance in understanding knowledge production. The current study introduces two parts of conducting research, which are theoretical frameworks and methods.

Although different forms of distance education have existed since the 1840s and attempt to explain distance education theory have been made for decades by leading scholars in the field, the need for a distance education theory is largely unmet until recently (Pyari, 2011). As theories “lead to insights telling us what in distance education is to be expected under what conditions and circumstances, thus paving the way for corroborated practical methodological application” (Holmberg, 1985) so that a framework for distance learning is practical. The challenge for distance education theorists in the new century is to provide an understanding of the opportunities and limitations of facilitating distance teaching and learning using a variety of methods and technologies (Garrison, 2000). According to Keegan (1986), the theoretician had to answer three questions before developing a theory of distance education: First, is distance education an educational activity? Second, is distance education a form of conventional education? And third, is distance education possible? Or is it a contradiction in terms?

Năm 2020, ngành KHXN&NV tại Việt Nam đạt những mốc quan trọng về năng suất, năng lực, và ảnh hưởng.

2021)—Trong giai đoạn 1986-2008, xuất bản quốc tế hầu như không tồn tại trong giới học thuật Việt Nam, ngoại trừ ngành Toán. Kể từ năm 2008, sự xuất hiện của Quỹ phát triển Khoa học và Công nghệ Quốc gia đã thúc đẩy quá trình xuất bản quốc tế; đồng thời, việc nâng cao nhận thức về tầm quan trọng của xuất bản quốc tế cũng là bàn đạp cho năng suất xuất bản sau này.