VietTESOL International Convention 2026

This study investigates the digital competence of primary English teachers working in disadvantaged contexts in Northern Vietnam, in the context of ongoing educational digital transformation and the implementation of English as a compulsory subject from Grade 1. Drawing on the European Digital Competence Framework for Educators (DigCompEdu), the study adopts a mixed-methods approach combining survey data and qualitative responses to examine teachers’ competence across six domains of digital practice. The findings reveal that while teachers demonstrate relatively strong engagement in digital professional activities and the use of digital resources, their competence remains limited in more pedagogically demanding areas, particularly technology-based assessment and the facilitation of learners’ digital competence. These gaps are closely associated with contextual constraints, including limited technological infrastructure, unequal access to professional development, and workload pressures in disadvantaged educational settings. By providing empirical evidence from a resource-constrained context, the study contributes to understanding how structural conditions shape teachers’ digital competence and their capacity to implement national educational reforms. The findings highlight the need for context-sensitive policy interventions, including targeted infrastructure investment, practice-oriented professional development, and differentiated support for teachers in disadvantaged regions. These implications are particularly relevant for ensuring equitable and effective implementation of early English education and digital transformation policies in Vietnam and similar contexts.