In Vietnam, STEM-based teaching approaches have been recommended for schools since 2018 with the integration of multiple related courses in schools. Teachers' perspectives on integrated STEM education, and how to design a STEM lesson that supports students’ learning are critical for ensuring that an integrated STEM curriculum is implemented successfully. This paper aims to describe a study applied successfully to STEM education in teaching Mathematics, in particular “Trigonometry ratio of an acute angle” in Vietnam. This study utilized mixed methods approaches with three phases: the first stage employed a quantitative study to examine the Vietnamese teachers' perspectives on STEM education. The second phase was an experiment on teaching while applying STEM education to design and organize a mathematics lesson, and the final phase was to employ a qualitative study to explore the Vietnamese students' experiences of STEM education connected with real-world problem solving and 21^st-century skills development. A total of 47 teachers and 85 students participated in this study and data was collected through multi ways of surveys and semi-structured interviews. The findings show Vietnamese teachers' perspective of the necessity and importance of applying STEM education, however, they reported facing many challenges. A lesson designed as a STEM education application and the student's feedback regards the real-world roles. Learning outcomes connect with 21^st-century skills in this study that are expected to provide the success evidence for further discussion and practice to improve the effectiveness of teaching and learning STEM education in Vietnam

Vietnam has a reputation for being a successful nation in preventing the Coronavirus disease (COVID-19) outbreak in 2020, with a lower number of illnesses than other ASEAN countries. However, to ensure that students are safe and informed about the coronavirus outbreak, Vietnamese higher education has developed online learning (OL). During the COVID-19 epidemic, this paper explores the relationship between elements such as learning readiness, learning strategies, and learning performance in the Vietnamese OL setting. Four hundred undergraduate students were randomly selected from Hong Duc universities, and Saigon University participated in this study in different zones. Analyzed data has applied structural equation modeling (SEM) using partial least squares (SmartPLS-SEM). The findings found that Vietnamese students were much more likely to believe in interaction in OL, to feel comfortable using a computer with their computer efficacy, and to have confidence in communicating in the digital environment, all of which were important variables in assuring the success of using OL. The factors of “motivation” and “test preparation” show a poor relationship with learning performance. Therefore, the OL process in Vietnamese, on the other hand, needs to be more inventive, with a greater focus on lecturers' awareness and practice of online teaching pedagogies such as motivation, techniques, and test arrangement. During OL, students' readiness in terms of learning control, self-directed learning, and engagement must be considered and supported.

In Vietnamese primary mathematics education, geometry instruction often emphasizes rote calculation and formula memorization rather than meaningful contextualization, leaving students disconnected from abstract concepts and lacking opportunities to connect learning with cultural identity. This quasi-experimental study investigates how integrating generative AI tools (ChatGPT, DALL·E, Canva) with the culturally grounded Vietnamese folktale Bánh Chưng—Bánh Giầy can support Grade 5 students’ understanding of circle geometry. Employing a mixed-methods design with 30 students divided into experimental (AI + storytelling) and control (traditional instruction) groups, the study measured cognitive and affective learning outcomes through pre/post-tests, a validated 25-item questionnaire, interviews, and classroom observations. Quantitative results revealed significant improvements in the experimental group across all measured dimensions, learning interest, attentional focus, conceptual understanding, mathematics passion, and cultural preservation awareness, with large effect sizes. Qualitative findings confirmed enhanced engagement, multimodal conceptual clarity, and cultural affective resonance. The study demonstrates that low-cost, teacher-mediated generative AI can effectively support learning in resource-constrained primary settings when anchored in local narratives. Implications for ethical AI integration and teacher professional development in Vietnamese contexts are discussed.

Transforming an infinite process into a mathematical object is a core cognitive challenge in calculus learning, yet many classrooms lack access to specialized dynamic visualization software. This study explores whether intentionally designed animations in Microsoft PowerPoint, a widely available tool with basic animation capabilities, can scaffold this cognitive leap within the Vietnamese context. Using an explanatory sequential mixed-methods design, 60 eleventh-grade students were assigned to either an experimental group learning with theory‑guided PowerPoint Dynamic Multiple Representations (DMRs) or a control group receiving traditional instruction over a two‑week unit on infinite geometric series. The experimental group demonstrated significantly higher conceptual gains (d = 2.25, a large effect comparable to intensive intervention studies in mathematics education) and lower cognitive load (d = 1.52). Qualitative analysis revealed that the animations triggered cognitive mechanisms of completion and totality construction, enabling students to view infinite sums as manipulable objects rather than unending processes. This study introduces a “high‑design, low‑barrier” model that promotes educational equity by enabling sophisticated mathematics instruction without specialized software. This paper offers practical design principles that teachers can implement immediately using existing classroom technology.

O estudo aborda o desafio que os alunos enfrentam na compreensão da distância espacial, particularmente na determinação da distância de um ponto a um plano, um conceito abstrato que frequentemente leva à desorientação e à perda de motivação. Para combater isso, a pesquisa aplica uma estratégia de andaimes baseada na Zona de Desenvolvimento Proximal de Vygotsky para projetar um processo instrucional que apoie a compreensão conceitual. Um método quase experimental foi implementado com dois grupos de alunos do 11º ano. Os dados foram coletados por meio de notas de testes e pesquisas de motivação, e então analisados usando estatísticas descritivas e testes de amostra pareada no SPSS 26. Os resultados revelaram que os alunos do grupo experimental obtiveram desempenho superior e demonstraram motivação de aprendizagem significativamente maior. Essas descobertas confirmam que o andaime efetivamente melhora a capacidade dos alunos de resolver problemas de distância espacial, promove a confiança em seu processo de aprendizagem e fortalece a motivação para o estudo matemático.

Trong bối cảnh đổi mới giáo dục hiện nay, việc tích hợp trí tuệ nhân tạo vào quá trình dạy học đang mở ra những hướng tiếp cận mới trong việc phát triển năng lực và nâng cao hứng thú cho người học. Xác suất có điều kiện vốn được đánh giá là một chủ đề khó, thường gây trở ngại cho học sinh và dẫn đến suy giảm động lực học tập. Nghiên cứu này nhằm khai thác khả năng ứng dụng ChatGPT trong việc tạo câu hỏi và hỗ trợ mô hình hóa toán học đối với nội dung xác suất có điều kiện, hướng đến mục tiêu nâng cao động lực học tập cho học sinh. Dựa trên phương pháp nghiên cứu lý luận, bài báo đề xuất và minh họa tiến trình dạy học sử dụng ChatGPT để thiết kế đề bài, hỗ trợ mô hình hóa trong nội dung xác suất có điều kiện. Kết quả nhận được đã phân tích rõ từng bước của tiến trình tác động đến động lực học tập của học sinh qua việc gia tăng tính chủ động, khả năng tự học và hứng thú cho học sinh khi nhận được phản hồi tức thời từ ChatGPT trong học tập toán.