Implementing blended learning in Vietnamese secondary schools: Teachers' perspectives and practices

Thu Ha Do
The Vietnam National Institute of Educational Sciences, Vietnam
Dien Thi Bui
The University of Western Australia, Australia
Thi Bich Dao Pham, Ngoc Chinh Dao and Thi Thu Thao Nguyen
The Vietnam National Institute of Educational Sciences, Vietnam

Amid Vietnam's ongoing curriculum reforms and digital transformation, our study explores key factors influencing the implementation of blended learning among secondary school teachers, particularly in elective subjects. Using a large-scale mixed-methods design, we surveyed 1,834 teachers and conducted focus groups with 40 participants from diverse contexts. Guided by multiple theoretical frameworks, the research examines how teacher beliefs, readiness, and teaching conditions interact to shape blended learning practices. Quantitative findings reveal that teacher readiness is the most significant predictor of implementation (r = .468, p < .001), strongly linked to teacher beliefs (r = .559). Notably, teaching conditions showed a negative correlation with both beliefs and practices, indicating that infrastructure alone does not ensure pedagogical change. Group comparisons highlight that early-career and postgraduate-trained teachers are more engaged in blended practices. Qualitative insights support these findings, revealing how teachers in resource-limited settings adopt innovative strategies, emphasising professional agency and resilience. The study contributes to global discussions on digital education by centring teacher-level drivers of change. It recommends a policy shift from infrastructure-heavy approaches to targeted professional development that empowers teachers as catalysts for sustainable blended learning reform.
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Authors: Dr Thu Ha Do is Deputy Director of the Centre for Psychological and Educational Research at Vietnam National Institute of Educational Sciences, Vietnam. She specialises in curriculum and textbook studies and is co-author of 50 Vietnamese textbooks and reference books and articles in Vietnam and internationally. She leads postgraduate training in educational theory and pedagogy. ORCID: https://orcid.org/0009-0001-2898-9629 Email: hadt@vnies.edu.vn Ms Dien Thi Bui (corresponding author) is a PhD candidate at The University of Western Australia and former Deputy Head of Quality Assurance at Vietnam National Institute of Educational Sciences. She has published 40 works, focusing on pedagogy, assessment, educational technology and STEM, and currently serves as Managing Editor of the Vietnam Journal of Educational Sciences [http://vjes.edu.vn/]. ORCID: https://orcid.org/0000-0002-1105-6822 Email: dien.bui@research.uwa.edu.au Dr Thi Bich Dao Pham is a senior researcher at Vietnam National Institute of Educational Sciences, focusing on curriculum, textbooks, and teacher training. She has led or contributed to over 20 national and ministerial research projects and published 40 articles and 18 books in Vietnam and internationally. ORCID: https://orcid.org/0009-0004-0893-5000 Email: daoptb@vnies.edu.vn Mr Ngoc Chinh Dao is a research fellow at Vietnam National Institute of Educational Sciences with expertise in digital education, integrated curricula, and STEAM. He has authored two Scopus papers and over 20 Vietnamese journal articles, and co-authored books on digital safety and curriculum design for Vietnam's education sector. ORCID: https://orcid.org/0009-0008-2593-835X Email: chinhdn@vnies.edu.vn Ms Thi Thu Thao Nguyen is a researcher at Vietnam National Institute of Educational Sciences with expertise in life skills education and instructional methods. She has authored 12 books and two monographs, contributing significantly to research on teaching strategies and student well-being. ORCID: https://orcid.org/0009-0006-6277-7298 Email: thaontt@vnies.edu.vn Please cite as: Do, T. H., Bui, D. T., Pham, T. B. D., Dao, N. C. & Nguyen, T. T. T. (2025). Implementing blended learning in Vietnamese secondary schools: Teachers' perspectives and practices. Issues in Educational Research, 35(4), 1470-1493. http://www.iier.org.au/iier35/do.pdf