kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.21.2.02kvmolur-236Research ArticleСтатьиАдаптивность учителей к Программе общего образования 2018 года во ВьетнамеTeachers’ Adaptability to Vietnam’s 2018 General Education Programhttps://orcid.org/0000-0001-9174-4491ХангНгуен ТхиHangNguyen Thi

Ханой

Hanoi

hang_nt@vnu.edu.vnhttps://orcid.org/0000-0003-1344-5028ХайТуонг ДуйHaiTuong Duy

Ханой

Hanoi

haitd@hnue.edu.vnhttps://orcid.org/0000-0002-6973-9917ЛиенНгуен ТхиLienNguyen Thi

Ханой

Hanoi

ntlien@vnu.edu.vnhttps://orcid.org/0000-0001-5618-9445МайТран Тхи ТуетMaiTran Thi Tuyet

Ханой

Hanoi

maittt@eaut.edu.vnВьетнамский национальный университетВьетнамVietnam National UniversityViet NamХанойский национальный педагогический университетВьетнамHanoi National University of EducationViet NamВосточноазиатский технологический университетВьетнамEast Asia University of TechnologyViet Nam2026060720262121328Copyright © Ханг Н., Хай Т., Лиен Н., Май Т., 20262026Ханг Н., Хай Т., Лиен Н., Май Т.Hang N., Hai T., Lien N., Mai T.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/236

Адаптивность – ключевая компетенция XXI века и один из важнейших факторов успеха в карьере. Комплексная реформа, введенная во Вьетнаме в рамках Программы общего образования 2018 года, переводит образование с контентного подхода на компетентностный и предъявляет множество новых требований к учителям, требуя от них высокого уровня адаптивности. Авторами использовался поперечный исследовательский дизайн, а в качестве основного метода исследования – опрос. Данные были собраны у 726 учителей и руководителей образовательных учреждений для оценки их адаптивности к новым требованиям Программы общего образования 2018 года, заменившей Программу общего образования 2006 года. Результаты показали: учителя демонстрируют более высокий уровень социальной адаптации по сравнению с адаптацией к работе. Области, в которых учителя показали относительно ограниченную адаптивность, – это регулирование собственных эмоций в ответ на новые требования и внедрение компетентностного подхода. Сравнение по стажу работы показало, что учителя с опытом работы от 1 до 5 лет сталкивались со многими трудностями в адаптации, хотя и имели определенные преимущества. Учителя со стажем от 6 до 20 лет продемонстрировали самый высокий уровень адаптации к работе, в то время как учителя со стажем 21 год и более показали самый высокий уровень социальной адаптации. Эти результаты имеют практическое значение, поскольку могут стать основой дальнейшего совершенствования профессиональной компетентности учителей со стороны Министерства образования и профессиональной подготовки Вьетнама, поддержать адаптацию педагогов к образовательной реформе.

Adaptability is a core competency of the 21st century and one of the key determinants of career success. The comprehensive reform introduced by Vietnam’s 2018 General Education Program, which shifts education from a content-based approach to a competency-based approach, has created numerous new requirements for teachers and requires them to develop strong adaptability. This study employed a cross-sectional research design, using a survey as the main research method. Data were collected from 726 teachers and educational managers to assess teachers’ adaptability to the new requirements of the 2018 General Education Program, which replaced the 2006 General Education Program. The results showed that teachers demonstrated higher levels of social adaptation than work adaptation. The areas in which teachers showed relatively limited adaptability included regulating their own emotions in response to new requirements and implementing competencybased teaching. The comparison by teaching seniority revealed that teachers with 1–5 years of experience faced many difficulties in adapting, although they also had certain advantages. Teachers with 6–20 years of experience showed the highest level of work adaptation, while teachers with 21 years of experience or more demonstrated the highest level of social adaptation. These findings have practical significance, as they provide an important empirical basis for the Vietnamese Ministry of Education and Training to develop appropriate solutions for improving teachers’ professional capacity and supporting their adaptation to educational reform.

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The authors declare that there are no conflicts of interest present.