Scholarly publications in social sciences have increased sharply and continue to expand in the era of big data and artificial intelligence. However, comprehensive syntheses of quantitative research methods remain scarce, presenting significant challenges for early-career researchers and graduate students in selecting appropriate research methods for their studies. To address this gap, we propose a conceptual framework that provides a structured guide to quantitative techniques, thereby enhancing methodological literacy and supporting informed decision-making in academic publishing. By integrating applied statistics and operations research-spanning basic to advanced analytics along a static-dynamic continuum, this framework empowers novice scholars to navigate technique selection effectively and mitigates the dominance of a few methodological choices in economics, business, and management research.
This study examines trends, research domains, and emerging themes in open access publishing at Vietnamese universities specializing in engineering and technology, with a focus on its underlying drivers, institutional dynamics, and implications for knowledge production. Drawing on a bibliometric analysis of Scopus-indexed publications from 2013 to 2023, the study aims to identify key characteristics of open access publishing and its role in enhancing research dissemination and scholarly collaboration in Vietnam. The findings indicate a sharp increase in the number of open access publications after 2018, driven not only by increased international collaboration but also by policy-induced incentives embedded in doctoral training, research evaluation, and academic promotion systems. The three most prominent subject areas are Engineering, Computer Science and Agricultural-Biological Science. The research topics covered in open access publications are diverse, encompassing climate change, biodiversity, sustainable development in Vietnam, machine learning, deep learning, materials science, biomedical engineering, etc. The analysis is limited to English-language publications indexed in Scopus. The results offer a clear and valuable overview of the current state of open access publishing within Vietnam’s engineering and technology universities. By linking bibliometric evidence with perspectives from the higher education policy, this study contributes to understanding how open access operates within an emerging research system. The findings offer policy-relevant insights for promoting more equitable and sustainable open science practices in Vietnam and similar low- and middle-income contexts.
Trong bối cảnh giáo dục đại học Việt Nam chuyển đổi số mạnh mẽ, việc sinh viên tận dụng các công cụ Trí tuệ nhân tạo (AI) đã trở thành xu hướng phổ biến. Tuy nhiên, hành vi sử dụng AI của sinh viên không chỉ phụ thuộc vào yếu tố công nghệ mà còn chịu ảnh hưởng của niềm tin vào khả năng sử dụng AI và các yếu tố đạo đức. Bài viết này trình bày kết quả nghiên cứu thực nghiệm nhằm kiểm định mô hình tích hợp giữa mô hình chấp nhận công nghệ (TAM), niềm tin vào khả năng sử dụng AI và nhận thức đạo đức thông qua phân tích PLS-SEM. Dữ liệu được thu thập từ 310 sinh viên Việt Nam cho thấy thái độ đối với AI có ảnh hưởng mạnh nhất đến ý định sử dụng AI, trong khi niềm tin vào khả năng sử dụng AI có vai trò quan trọng trong việc hình thành các yếu tố nhận thức về sự hữu dụng và dễ sử dụng. Nhận thức đạo đức góp phần thúc đẩy ý định sử dụng AI có trách nhiệm, song không ảnh hưởng trực tiếp đến hành vi thực tế. Kết quả gợi ý các cơ sở giáo dục cần tăng cường bồi dưỡng năng lực sử dụng AI, giáo dục đạo đức AI và xây dựng chính sách hỗ trợ để rút ngắn khoảng cách giữa ý định và hành vi sử dụng thực tế. Nghiên cứu cũng chỉ ra một số hạn chế và đề xuất hướng nghiên cứu mở rộng trong tương lai.
The past decades have witnessed numerous reforms in legal education (LE) worldwide. However, the current state of these reforms remains insufficiently explored in depth. This study seeks to address this gap by examining the existing literature on LE reform (LER) through a bibliometric approach, utilizing data from Scopus. Specifically, 303 LER-related articles were analyzed across various dimensions, including timeframe, country, publishing outlets, authors, research groups, and keywords. In addition to descriptive analysis, science mapping was conducted to explore the co-occurrence of cross-country collaborations, research groups, and co-keyword appearances in previous LER studies. The findings indicate that LER remains at a nascent stage: it has emerged only since 2009; is dominated by scholars from a few Anglophone countries; and is characterized by small, fragmented, short-lived, and largely mono-disciplinary research groups. The extant literature clusters into four core themes: 1) Clinical and practical LER, 2) LER through online learning, teaching, and pedagogy, 3) LER through curriculum redesign, artificial intelligence, and 4) Legal technology, LER through internationalization and globalization. These results carry theoretical and practical implications for policymakers, law school and university leaders, curriculum designers, and LER researchers.
The rapidly evolving science, technology, engineering and mathematics (STEM) education landscape requires teachers to continually update their knowledge and skills, making continuing professional development (CPD) essential for effective instruction. This study investigates the complex interplay of internal and external factors influencing STEM teachers’ engagement with professional development in the context of Vietnam’s recent curriculum reforms. Using structural equation modeling (SEM), we analyzed survey data from 393 secondary school STEM teachers across six provinces representing diverse geographical regions of Vietnam. Our findings reveal that external factors, including institutional support and resource availability, have a significantly stronger influence on teachers’ CPD participation than internal school-based factors. Additionally, teachers demonstrate comparable motivation to both share knowledge and learn from colleagues, supporting the viability of collaborative professional learning communities (PLCs). The study identified notable differences in CPD engagement patterns between public and private school teachers, with private school teachers showing higher participation in school-based professional development activities. Teacher self-efficacy emerged as a significant predictor of willingness to support colleagues, aligning with theoretical frameworks on communities of practice (CoPs). These findings contribute to understanding the dynamics of teacher professional development during educational reform and provide an empirical foundation for policy recommendations to enhance STEM teacher preparation in Vietnam and similar contexts. The study offers implications for structuring professional development opportunities that leverage both internal motivation and external support systems to maximize teacher engagement and effectiveness.
