People all across the world, especially in Vietnam, have been motivated to make online purchases since the COVID-19 pandemic, which started in early 2020. Despite the problematic developments of the COVID-19 pandemic throughout the 2020–2021 period, Vietnam has experienced a considerable increase in e-commerce, both in terms of users and revenue, contributing considerably to national economic growth. The purpose of this study is to examine how COVID-19 affects Vietnamese customers’ online purchasing decisions. We conducted a survey of 638 Vietnamese internet shoppers for this, and the results were analyzed using SPSS. The results show that attitudes, perceived ease of use, perceived usefulness, and subjective norms all positively and significantly impact customer purchase intention. The desire to make an online purchase, however, is negatively and negligibly impacted by perceived risk. Online purchasing behavior is positively influenced by the intention to buy online. The perceived risk of the COVID-19, in particular, significantly modifies the relationship between perceived usefulness and perceived usability and online shopping intention, but only marginally modifies the relationship between attitude, subjective norms, and perceived risk and online purchase intention. Using a combined Theory of Acceptance Model (TAM) and Theory of Planned Behaviors (TPB) model with COVID-19 as an external model variable, the study adds to the body of knowledge by providing empirical findings.

Soft skills development remains a critical challenge in higher education, especially in large, multidisciplinary learning environments where students vary in background, motivation, and self-regulatory capacity. Although problem-based learning (PBL) is broadly acknowledged as a successful method for developing critical skills and abilities such as planning, collaboration, and reflective thinking, traditional implementations often face constraints in personalization, coordination, and formative assessment. This study introduces an enhanced PBL model augmented by artificial intelligence (AI) Agents to support soft skills acquisition in blended learning contexts. The AI Agent, leveraging natural language processing (NLP) and automation via the n8n platform, functioned as a virtual assistant to facilitate task planning, peer coordination, self-monitoring, and timely feedback. A quasi-experimental study was carried out involving three groups of students (N = 263) participating in a course focused on developing soft skills, comprising one group using AI-supported PBL, another group using traditional PBL, and a control group taught through standard instructional methods. A mixed-methods analysis demonstrated that the group utilizing AI support exhibited statistically notable enhancements in their outcomes across six soft skill domains, particularly in planning, group work, and reflective learning (p < 0.001). Behavioral data from LMS logs and product assessments further validated enhanced collaboration, consistency, and accuracy in self-assessment among AI-supported learners. The findings demonstrate that integrating AI Agents into PBL not only reduces instructor workload and enhances instructional equity but also empowers learners through personalized, data-driven scaffolding. This approach offers promising implications for scalable, technology-enhanced soft skills education across disciplines.

Purpose: This study aims to synthesize and visualize the comprehensive landscape of open pedagogy (OP) in higher education (HE) from 1988 to 2024, based on data from the Scopus database. Design/methodology/approach: The study followed the PRISMA 2020 protocol for literature screening and employed a combination of bibliometric and qualitative content analysis to examine 79 publications on OP. Findings: The evolution of OP can be divided into three main phases: (1) 1980–1994, marked by early studies in the context of distance education, (2) 1995–2015, during which foundational theoretical frameworks emerged and (3) 2016–2024, characterized by a sharp increase in publications. Most research is concentrated in Western countries, primarily the USA, Canada and the United Kingdom, with journal articles accounting for the majority of publications (84%). This trend underscores the need for further exploration in more diverse global educational contexts. David Wiley is the most cited scholar (193 citations), while Virginia Clinton-Lisell has contributed the highest number of publications, with six. Keyword analysis reveals three major thematic clusters reflecting current research directions: (1) the theoretical and philosophical foundations of OP, (2) pedagogical strategies and learner experiences and (3) the impact of OP on HE. Originality/value: This study represents the first comprehensive effort to integrate bibliometric methods with qualitative analyses to examine the evolution, philosophy and conceptual development of OP. The resulting visualized insights offer a multilayered perspective on the field's development and provide a valuable foundation for educators and researchers to further advance the open education movement.

Blended learning (BL) is considered a highly effective educational approach in the 21st century. It not only fosters creative thinking but also promotes problem-solving, critical thinking, effective communication, and technology application among learners. This study investigates the impact of teaching strategies within a BL environment on the self-directed learning (SDL) competence of students at Hanoi University of Science and Technology (HUST). Using quantitative methods, the study analyzes data from 485 students engaging in a combination of face-to-face and online learning. Seven commonly used and valued teaching strategies in BL were examined. The study evaluates students’ SDL levels using the Self-Rating Scale of Self-Directed Learning (SRSSDL), which comprises five factors. The research participants were divided into seven specialized groups based on their characteristics and academic majors. The results indicate that students’ SDL competence is generally high. The students in the Electrical and Electronics Engineering group exhibited the highest SDL capability, while those in the Mechanical Engineering group require further improvement. The teaching strategies that have the most positive impact on SDL are Active Learning, Problem-Based Learning, and Personalized Learning. The findings of this study provide valuable insights into the effectiveness of various teaching strategies utilised in BL, which can serve as a foundation for optimizing teaching strategies to further promote learner self-direction competence.

The concept of national innovation systems (NIS) has been commonly applied as a theoretical lens for researching innovation systems worldwide. This phenomenon has occurred also in Asia. Although underreported, the case of Vietnam is worth exploring, including the role of public universities (PUs) in the NIS and the transformation of these institutions in order to enhance their influence in this system. This qualitative study includes a literature review and in-depth interviews with eleven high-ranking managers from nine Vietnamese PUs to assess the transition of these universities toward innovation and entrepreneurship and their significant role in NIS, particularly for three characteristics identified in the gray literature: effective leadership, interdisciplinarity, and entrepreneurship. Insights from interviews revealed PUs’ strong leadership in NIS and the universities’ clear objectives and significant efforts to change toward innovation and entrepreneurship. However, institutional barriers rooted in the long-standing Soviet Union-style educational system, such as rigidly defined education boundaries and premature networking with industry, pose major constraints to change. The study offers suggestions to improve the Vietnamese PUs’ ability to promote innovation and entrepreneurship, including integrating interdisciplinary courses into the curriculum, establishing interdisciplinary offices, encouraging talent mobility between universities and industry as well as devising robust intellectual property rights.