In recent years, the Vietnamese government has put significant effort into the internationalization of research in the higher education system via the use of international publications (i.e., publications indexed by citation databases such as ISI Web of Science and Scopus) in evaluating their academic staff and doctoral students. Academic staff in Vietnam, who traditionally have low numbers of international publications, have thus been pushed to improve their competencies in order to meet the new requirements for research productivity. However, we have little understanding of the factors influencing international publication as perceived by Vietnamese academic staff. This study aims to fill the gap by using the Delphi method. Academic staff with at least one international publication were invited, via purposeful sampling, to participate in a two-round Delphi survey. The survey revealed 14 key factors, which were further classified into three dimensions: “policy-related factors,” “capability-related factors,” and “networking-related factors”. These factors were the key determinants in the success of international publishing, according to the study participants. The findings provide implications for policymakers and university leaders for enhancing the research capacities of Vietnamese universities, forming a basis for the sustainable development of the higher education sector in Vietnam.

Seventeen sustainable development goals (SDG) by the United Nations in its 2030 Agenda have been nationalized and implemented in Vietnam. One of the country’s priorities is making educational provision accessible to all of its residents, especially for marginalized groups, while enforcing their human rights. In this context, this article examines the implementation of SDG4 (quality education) in combination with the practice of human rights for ethnic minorities in Vietnam. With access to jurisprudence, this research provides a detailed assessment of the compatibility between SDG targets and the legal rights to education of ethnic minorities. Additionally, this research employs an exploratory method to investigate the four major conditions for the implementation of quality education for ethnic minorities, namely legal–political, economic, socio-cultural factors, and participation pride. We also investigate three main barriers that hinder SDG4 implementation and human rights practices, namely child labor, language, and gender inequality. The contribution of this study is necessary for establishing more informed strategies and policies towards sustainable development in education for multi-ethnic countries.

Attention to technology integration in teaching and learning has created a big change in the education landscape. There is no limit to the application of information technology in education in general and in mathematics education in particular. Although there have been many studies on the opportunities and applications of ICT in Mathematics education in the world, many aspects remain unexplored. In this study, the authors apply bibliometric analysis for the purpose of evaluating the scientific results of publications involving in the use of ICT in Mathematics education, which were indexed in the Scopus database. 205 publications were cited to analyze growth trends, contributions of authors, research institutions, co-authors in the research field and the development of research direction. The analysis results show that publications that mainly appear in recent years are published on sources with low citation index; Indonesia, Malaysia and Australia are the most influential countries in studies on this topic; Research cooperation in this field is not strong; The main research topics and trends are online teaching, realistic mathematics education, and computer-aided teaching. From the research results obtained, the authors also furnish some recommendations in the article for future research in this field.

Problem-solving competency is crucial for social development, especially in complex environments. In mathematics education, problem-solving enhances logic, creativity, and analytical skills, contributing to societal progress. This article identified quantitative information about important publications, authors, resources, and research trends on mathematics problem-solving in high school education using the bibliometric analysis method. The input data is a set of 334 publications from the Scopus database published over four decades from 1983 to 2023. The results show that this field has obtained increasing interest, particularly in the last five years, with the USA and Indonesia being the countries with the most publications and Santos-Trigo and Putri Rii being the most influential authors. Three research trends include problem-solving in teaching mathematics in high schools, especially in teaching geometry and algebra; developing problem-solving and computational thinking skills through STEM education, engineering education, and educational computing for students; and using information technology to solve mathematics problems. These results provide teachers and researchers with helpful information about solving mathematical problems in general education, thereby contributing to shaping and proposing effective research and educational strategies, new teaching methods, training programs, and appropriate educational policies.

STEM educational orientation originating in the United States nearly two decades ago has been researched by many educators in many different aspects, including the requirements of teachers’ competence to teach STEM. However, STEM education has only been officially implemented on a large scale in high schools since 2019 in Vietnam. Therefore, research on STEM education and STEM teaching competence, in general, is currently a research direction of interest. This research aims to determine the current situation of integrated STEM teaching competence and participation in training for integrated STEM teaching of primary school teachers in the northern mountainous region of Vietnam. This research used a quantitative approach with an online survey of 2,416 primary school teachers in the Northern mountainous region of Vietnam, then eliminated invalid survey questionnaires and 2,305 questionnaires included in the analysis. The results of the data analysis show that teachers participate in training courses on STEM education. However, the implementation of STEM education in the Northern mountainous region of Vietnam still has many limitations, with the clear differences in affective characteristics and instructional skills between men and women; in which teachers with less than five years of experience have better integrated STEM teaching competence, which gradually decreases for older teachers; integrated STEM teaching competence also has clear differences between working areas. Based on these results, the authors propose several training and support strategies for teachers to implement STEM in teaching in the Northern mountainous region of Vietnam.