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The study examines how school-related factors influence the cognitive, psychological, and mental development of Vietnamese students. We randomly sent the questionnaires to more than 2000 students with different majors at five top universities in Vietnam based on the Ranking Web of Universities and conducted in-depth online interviews with respondents. Subsequently, we tested the correlation between student development and four school-related factors, including academic staff quality, school infrastructure, teaching curriculum, and school environment, using SPSS 22 and STATA version 2016. The findings suggest the significant role of staff quality in determining the level of student satisfaction. Specifically, students express their satisfaction and appreciation with their studies if their teachers have a solid academic platform. More importantly, infrastructure is positively correlated with three dependent variables, while teaching curriculum only influences cognitive development. The school environment positively affects psychological, mental, but not cognitive development. We also find that gender does not moderate students’ development but does influence student satisfaction.

This study tries to explore how distinctive or not the Vietnamese students are in learning English, thus investigating factors influencing the language proficiency of Vietnamese students. The study suggests the significance of five intrinsic factors related to the students’ characteristics (which are learning purpose, learning ability, learning method, hard-working, and self-awareness) and three extrinsic factors that are related to demographic factors, parental indicators, and schooling-environment in determining the English proficiency of Vietnamese people. Data was collected from online questionnaires sent to more than 2500 students from eight famous universities in Vietnam and converted into an excel version before translated into SPSS and EVIEW. Research results show that intrinsic factors, especially learning methods, play a vital role in shaping Vietnamese students’ capability to learn a second language. From educators’ perspectives, the higher level of English exposure the students are equipped at school, the higher their language proficiency. Finally, we compare the difference in learning language ability among genders and ages. The findings suggest that girls and minorities are less proficient in language than others.

This study aims to investigate the impact of the family factors on scholastic achievements of students in high schools and universities in Vietnam. The primary data is collected from the 538 students through an online questionnaire. We apply one empirical model with the support of SPSS and STATA to test the family determinants of academic attainments-GPA. We find that there are three factors which impact on GPA of these: Age gap, Income of the families, Negative reactions of parents to their child’s low-performed results in academic performance. The research results show that all three factors can explain for 8% with the changes in GPA of learners. While the age gap between parents and their children has minor positive effects on academic performances, family income is significantly and positively correlated to GPA. This is the reason why students from opulent families often perform better than those of more meager families.

This article is a part of a doctoral research project on developing the faculty-librarian collaboration model to support learning and research at Vietnamese universities. The findings of this study have crucial significance in drawing a broader view of the importance of faculty-librarian collaboration and the roles of such collaborators at Vietnamese universities. Qualitative methodology was used to formulate related topics and achieve these research objectives. Semi-structured interviews were carried out at four universities in Vietnam with three key informants, including the faculty, librarian, and administrators (dean/vice dean of faculty, director/deputy director of the library). From March to April 2019, researchers conducted 29 interviews with three participant groups. The striking results of this research showed that the faculty and librarians realized the significance of a collaborative relationship and expect that Vietnamese universities will design and deploy a model to boost the effectiveness of this collaboration. Besides this, the study found that the collaborators play certain important roles within the collaborative relationship, for instance, that of reference, coordinator, special lecturer, cooperator, and information user.

This study aimed to investigate the success factors for transforming classrooms into learning communities in digital learning ecosystem (DLE) of Thailand's secondary schools. Quantitative research was conducted by using a questionnaire as the research instrument to measure teachers' evaluation of factors. Purposive sampling was applied to obtain a sample group of secondary schools. The questionnaires were sent to teachers at secondary schools in 20 provinces in Northeast Thailand that were employing the smart learning project for their teaching and learning. Data analysis was performed using descriptive statistics, exploratory factor analysis, and confirmatory factor analysis. The results revealed that learning support technologies, teachers, and learners were the three most important factors influencing the development of DLE ([X-bar]=4.64, [X-bar]=4.61, and [X-bar]=4.49, respectively). The findings of this study have implications for educators, administrators, and teachers to review and discover appropriate ways to invest the necessary conditions that can enhance the quality of DLEs and improve teaching and learning activities in the digital environment at secondary schools.

The study aims to explore the factors affecting the digital transformation skills of primary school teachers in the southern border province of Vietnam. A descriptive study design was used to collect data from primary school teachers in An Giang province. The survey consists of 25 questions on a 5-level Likert scale designed to collect information on many factors. The primary factor in the digital transformation of teachers is their intention. These findings make practical contributions to the research on the skill development of primary school teachers in the context of digital transformation to improve the quality of education in primary schools. At the same time, the study also provides five factors affecting the digital transformation capacity of primary school teachers, adding additional reference sources to support educational managers in the southern border region of Vietnam in building school development strategies according to the priority levels of each factor.

Prostatic stromal sarcoma (PSS) is a rare malignant tumor that often occurs in young people. Despite the fact that their clinical pathological characteristics are well known, our understanding of the imaging characteristics still seems to be limited. In our search of the literature, PSS articles are mainly present as case reports. In this case series of PSS, we aimed to thoroughly describe the magnetic resonance imaging (MRI) features, histopathological findings, and distinguishing hallmarks from prostate cancer (PCA).

Teaching and learning under the credit-based system has become widespread in the higher education system of Vietnam. The assessment of learning outcomes through credit-based education not only relies on the foundational knowledge accumulated in the classroom but also evaluates the process of self-study and research of learners. Besides spending time studying and researching at the university, students are required to allocate a significant amount of time to conduct self-research and participate in group discussions to address issues related to the subject matter. Although most students demonstrate a high level of self-awareness during the learning process, there are still instances of a lack of self-awareness. Recognizing this issue, the question arises: how to guide students to apply self-research methods effectively and how to objectively evaluate the results of the self-research process? Drawing on practical experience in teaching the Computer Networking course under the credit-based system for students of the K22 cohort, belonging to the Faculty of Information Technology, Thai Nguyen University of Information and Communication Technology, the authors have conducted exchanges and proposed methods, organizing techniques, and assessment tools for evaluating the results of the self-research process of the course content, aiming to enhance the quality of education and encourage students to actively engage in the learning and in-depth research process.

In the context of the current “flat world”, developing countries like Laos, Cambodia, etc., need high-quality human resources in science and technology for their national economies. It is inevitable to send students to countries with more developed science and technology. Vietnam is a top priority for Lao students because of many advantages compared to other countries such as affordability, reasonable cost of living and studying, progressive education quality, and close cultural environment. Thai Nguyen University of Information and Communication Technology (ICTU) is a highly attractive destination and the top choice of Lao students, especially in engineering and technology majors. In this study, the authors propose and provide some solutions to further enhance the quality of education and training for Lao students, ensuring to always be a reliable, reputable address and increasingly attracting more international students in general and Lao students in particular. This contributes to cultivating the lasting friendship between the two countries.

Background: Supplementing probiotics in livestock feed is increasing due to concerns over the potential harm caused by antibiotics and other chemical growth promoters. Several Bacillus sp. have been used as probiotic supplements for livestock. In this study, Bacillus amyloliquefaciens S2.5 was isolated from freshwater and its potential probiotic characteristics were evaluated in vitro. The whole genome of strain S2.5 was sequenced, and its probiotic traits were annotated using bioinformatic tools. Results: Both vegetative cells and spores of strain S2.5 remained stable throughout the 1.5 h of gastric juice and 48 h of intestine simulation. The strain S2.5 harbored the ability to produce glucoamylase, carboxymethyl cellulase, protease, and chitinase. It is also susceptible to all six tested antibiotics. The complete genome sequence shows genes related to acid-bile tolerance, environmental stress resistance, hydrolases, and adhesion to gut mucosa, confirming probiotic traits in the in vitro experiments. Conclusions: B. amyloliquefaciens S2.5 demonstrated potential probiotic characteristics and its genetic profile in the in vitro experiments. Further in vivo assessments of B. amyloliquefaciens S2.5 on livestock and poultry should be performed to assess its practical application.