This paper presents the dataset of a survey on Vietnamese female students’ behavioral intention to use video conferencing tools (VCTs; e.g. Zoom, Microsoft Teams or Google Hangout) in COVID-19 pandemic. The questionnaire was designed based on the Technology Acceptance Model according to the result of research conducted by [1] and [2]. The survey was conducted on an online platform using the questionnaire of 21 items to collect the information of respondents’ characteristics and their perception on computer self-efficacy, computer playfulness, COVID-19 context, behavioral intention to Use VCTs. The dataset contains 254 valid responses from female students who have been in distance learning in Vietnam. It can serve as a reference source for future studies on educational equity and for policy making on distance education.

As competition in the secondary education market grows, increasing service quality to ensure parents’ satisfaction and loyalty is crucial to the future success of secondary schools. As parents of secondary school students (PASESS) are not the direct recipients of educational service, the main goal of this research was to investigate the mediating role of transformative quality between assessment of core educational quality and parents’ satisfaction and loyalty. Structural equation modeling was used to analyze the data collected from 209 PASESS in Vietnam. The results showed that, similar to previous research, satisfaction is the strongest determinant of loyalty. Attitude and behavior were the only components of core educational quality that had a direct impact on loyalty. The findings also revealed that the relationship between competence and curriculum and core educational quality and loyalty is mediated by transformative quality and satisfaction. The practical implications and theoretical contributions of the research findings are also discussed.

The outbreak of COVID-19 at the beginning of 2020 has heavily influenced education all around the world. In Vietnam, educational institutes were suspended, and distance learning was conducted to ensure students’ learning process, with distance learning occurring mainly via video conferencing tools (VTCs). The purpose of this paper is to provide data on Vietnamese students’ acceptance of using VCTs in distance learning during the COVID-19 pandemic through an extended technology acceptance model (TAM) and structural equation modeling (SEM) method. This study used the TAM of Venkatesh and Davis. The questionnaire was designed based on Venkatesh and Davis and Salloum et al.’s scale. An online survey with snowball sampling was selected in April. The final dataset consisted of 277 valid records. This data descriptor presented descriptive statistics (mean, standard deviation), internal consistency (Cronbach’s alpha), reliability and validity measures (composite reliability, average value extracted test), and factor loading of items of eight factors: output quality, computer playfulness, subjective norm, perceived usefulness, perceived ease of use, attitude towards to use, behavioral intention to use, and actual system to use. Results indicated that external factors such as subjective norm and computer playfulness had a significant impact on most TAM constructs. Furthermore, output quality was found to have a positive influence on students’ perceived usefulness and acceptance of VCTs in distance learning.

Although online teaching has become widespread, few studies have specifically examined teachers' cultural behavior within this context in Vietnam. To investigate teachers' cultural behavior, this article draws on theories of social behavior, interaction, media richness, and models of online communication. A quantitative survey using a structured questionnaire was conducted with 321 teachers and 602 high school students from multiple schools across three provinces/cities representing Vietnam's three regions (Hanoi in the North, Nghe An in the Central region, and Ho Chi Minh City in the South). The survey results indicate that some teachers still lack communication skills and exhibit inappropriate behaviors in the online environment. There are notable differences between teacher and student evaluations, and factors such as gender and teaching experience are found to influence teacher behavior. Based on these findings, the paper proposes strategies to enhance communication skills and cultural behavior in online teaching.