Speakers
Description
In the era of digital transformation and global integration in higher education, developing digital competency among tertiary lecturers is essential and strategic. This study examines the current status and development of digital competencies among 350 tertiary lecturers in Vietnam. Utilizing the Uerz (2021) framework, the research focuses on four key areas: basic digital literacy, digital teaching design and assessment, student digital capacity development, and digital communication and collaboration. A structured questionnaire employing a five-point Likert scale assesses lecturers’ self-perceived digital abilities and identifies areas for improvement. Findings reveal strong basic ICT skills and willingness to adopt digital tools, yet challenges remain in implementing advanced digital pedagogies and fostering cross-institutional collaboration. Variations in digital engagement patterns between institutions underscore the need for context-specific strategies. The paper concludes with policy and training recommendations aimed at enhancing digital competency across various academic environments, thereby contributing to the sustainable digital transformation of Vietnam’s higher education sector.
Biography
Ms. Tran Thi Thu Nga, a lecturer from Academy of Finance, Vietnam has a rich educational background with Master’s and Bachelor’s degrees in TEFL and TESOL, respectively. Her research focuses on teacher professional development, classroom interaction, learner autonomy, EMI and ESP. Tran’s academic contributions are evident in some research projects, supervising students’ scientific research, and her publications in journals such as VNU Journal of Science Education Research, Journal of Finance and Accounting Research. Tran has also presented her findings at international conferences and national conferences.
Biography Vo Duy Duc graduated from The University of Foreign Language Studies, Da Nang University, majoring in English in 2017. He successfully obtained a Master Degree in English Language Teaching from The University of Northampton, The United Kingdom in 2018. He gets intensive insights into First and Second language acquisition, Testing and Assessment in Language Classrooms, The Practice in English Language Teaching, Classroom Management and Discourse Analysis. Since then, he has been getting involved in English pedagogy for several years. He has a constant interest in doing research related to “Reading into Writing”, which can be an innovative way of boosting the language competences of second language learners. His teaching philosophy is to create a “friendly, dynamic and motivating environment” for students to acquire academic knowledge, enhance their learning autonomy as well as their desires for English learning
