With the current rate of technological advancements, higher education institutions around the world are increasingly adopting a wide variety of technology-related approaches to instruction. One of the teaching strategies used on digital platforms that has been successfully and widely adopted in higher education institutions is blended learning (BL). The objective of this investigation is to provide a comprehensive examination of the research efforts on BL in the context of higher education (HE) over the past 20 years, including the rise in publications, the most cited scientific journals and sources, and the upcoming research topics. This paper uses bibliometric analysis with a dataset of 651 documents from Scopus data, including 638 authors from 95 countries published in 271 journal sources. The results of the study show that the top three countries for BL research in higher education are the United Kingdom, the United States, and Australia; the authors with the highest citation indexes are D. R. Garrison and B. Means, and the top two publishing sources are Education and Information Technologies and Internet and Higher Education. Based on the analysis, the main trends detected are (a) student participation and environment, (b) educational technology instructional innovation, (c) effective instructional strategies within the parameters of the COVID-19 pandemic, (d) effectiveness of evaluation in BL environments and (e) BL with Massive Open Online Courses (MOOCs) and Learning Management System (LMS) in HE. These findings offer meaningful insights to early career researchers who consult the publications and research lists above, as well as to policy makers who develop suitable BL in HE policies.

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.

Many studies have been conducted on in-service mathematics teachers’ beliefs and instructional practices regarding integrating information and communication technologies (ICTs) into teaching. This systematic review study investigates in-service mathematics teachers’ beliefs, instructional practices, and the relationship between them in integrating ICTs into their instruction. Based on the systematic review methodology and the guidelines for preferred reporting items for systematic reviews and meta-analyses, with descriptive statistics and qualitative analysis data processing methods, 15 studies published from 2014 to 2023 were selected to perform the analysis. These results indicate that many studies show teachers’ positive beliefs about ICTs, including their ability to facilitate teaching and learning, improve students’ understanding, and promote student-centered learning. At the same time, teachers use multiple forms of technological tools in many different teaching activities. However, difficulties in practice, from teachers’ technological skills and knowledge to pedagogical skills in classroom management, are also analyzed from selected studies. Furthermore, this study shows that the conclusions about a correlation between beliefs and instructional practices in integrating ICTs into teaching in previous studies are relatively diverse. From these results, the study offers recommendations to stakeholders on professional development for in-service mathematics teachers, indicates its limits, and identifies potential future research areas.

Theo Chương trình Giáo dục phổ thông môn toán năm 2018, năng lực giải quyết vấn đề toán học là một trong những năng lực thành tố quan trọng của năng lực toán học cần hình thành và phát triển cho học sinh. Nhiều nhà giáo dục trong nước đã quan tâm nghiên cứu đề xuất các cách thức khác nhau nhằm phát triển năng lực giải quyết vấn đề toán học cho học sinh trong dạy học toán. Trên cơ sở các nghiên cứu đó, bài viết đề cập các biểu hiện của năng lực giải quyết vấn đề toán học đối với học sinh trung học phổ thông, từ đó đề xuất một số biện pháp phát triển năng lực giải quyết vấn đề toán học cho học sinh qua dạy học giải bài tập phương trình quy về phương trình bậc hai (Toán 10).

While information and communications technology (ICT) plays an increasingly pivotal role in transforming mathematics teaching and learning, the influence of teachers’ beliefs often acts as either a bridge or a barrier between technological possibilities and actual classroom practices. This study was conducted to determine the factors that influence teachers’ beliefs about incorporating ICT into mathematics teaching. Accordingly, a survey study with a quantitative analysis method using SPSS software was deployed through the use of questionnaires designed on the Likert scale (6 levels), with 422 secondary school teachers in 32 different provinces and cities in Vietnam participating in the feedback. The research findings indicate that self-efficacy beliefs and subjective norms from colleagues and students have a significant influence on secondary school teachers’ beliefs about integrating ICT into mathematics teaching. In contrast, beliefs about ICT support and subjective norms from superiors have a minimal influence on these beliefs. Based on the achieved results and existing limitations, the study proposes directions for teacher training and educational management, as well as new research directions for the future.

Open science adoption among Generation Z students in a developing country, with distinct educational culture, presents a critical test of a wide range of technology acceptance frameworks. This study examines factors predicting open science resource utilization (measured through self-reported frequency of diverse uses in academic contexts) among 1,422 Vietnamese undergraduate students using Bayesian regression analysis, which enables probabilistic inference and robust model comparison, adding to the methodological rigor and novelty to the literature in this area. We tested a theoretical framework integrating a multitude of factors such as capabilities, perceived benefits, institution-centered, value-alignment, etc., through progressive model building. Model comparison via WAIC identified the main effects model as optimal. Results revealed Technical Self-efficacy (β = 0.254) and Open Science Self-efficacy (β = 0.205) as strong predictors, with Institutional Support (β = 0.117) and Attitude (β = 0.119) showing moderate effects. Language Self-efficacy showed a weak but credible effect (β = 0.089). Contrary to Western technology acceptance models, Perceived Benefits showed uncertain influence (β = 0.054, 89% HPDI includes zero), and Value Alignment demonstrated no credible effect (β = 0.013). Hypothesized interaction effects between Technical Self-efficacy and Perceived Benefits were not supported by model comparison, suggesting additive rather than synergistic adoption mechanisms. These findings challenge the digital native assumption and reveal that Vietnamese students adopt open science for practical reasons, relying on skills and institutional support rather than ideology. Interventions in resource-constrained settings should therefore prioritize technical skill development and visible institutional support, rather than relying primarily on value-based or normative appeals. This pragmatic approach has implications for advancing open science in the age of AI.