VietTESOL International Convention 2026

Along with the curriculum reform in Vietnam in general and the implementation of the 2018 General Education Curriculum and recent policy initiatives emphasizing digital transformation in particularly have placed increasing demands on English as a Foreign Language (EFL) teachers. The Digital Competence Framework for learners (MOET, 2025a) and its implementation guidelines (MOET, 2025b), alongside Decision No. 2371/QĐ-TTg, require teachers to integrate digital technologies into pedagogical practices. However, teachers’ adaptability to these policy-driven requirements, particularly in under-resourced regions such as the Mekong Delta, remains underexplored. Employing explanatory sequential mixed-methods design, this study investigates EFL teachers’ adaptability to the Digital Competence Framework, guided by the Innovation-Decision Process Theory (Rogers, 2003). Quantitative data were collected from 110 teachers through a questionnaire measuring adaptability across digital competence domains, including the use of digital tools and AI-supported appliances. Then, qualitative data were obtained from semi-structured interviews with six teachers to provide deeper insights into their adaptation processes. Findings show that teachers demonstrate a relatively high level of adaptability. Most participants reported frequent use of digital tools, such as multimedia resources and online platforms, to enhance teaching effectiveness and learner engagement. Younger teachers and those who participated in professional training programs showed higher adaptability and more positive attitudes toward digital innovation. Qualitative results revealed that four out of six teachers (two novice and two mid-career) demonstrated high adaptability, while others faced challenges related to limited skills and infrastructure. Teachers’ adaptation generally followed the stages of the Innovation-Decision Process, with institutional support and student outcomes influencing sustained implementation. These findings inform policymakers by identifying factors supporting teachers’ adaptation to reform. They emphasize continuous professional development, improved infrastructure, and institutional support, while highlighting the role of targeted training programs in enhancing digital competence and ensuring effective reform implementation in under-resourced contexts.
Keywords: teacher adaptability, digital competence, EFL teachers, Mekong Delta, mixed-methods.