APPLYING THE SAMR MODEL TO DESIGN A DIGITAL COMPETENCE  DEVELOPMENT PROGRAM FOR ENGLISH LECTURERS AT UNIVERSITIES IN VIETNAM

Vu Van Chinh

Vu Van Chinh	chinhvv@fe.edu.vn	FPT University Hoa Lac High-Tech Park, Km29 Thang Long Avenue, Hanoi, Vietnam

Summary:

The paper reports the application of the Substitution, Augmentation, Modification, Redefinition (SAMR) model to the design of a digital competence development program for university English lecturers in the context of educational digital transformation. The study aims to address the gap that professional development programs for English lecturers rarely draw systematically on international digital competence frameworks and seldom use SAMR as a trajectory for professional growth. Drawing on major teacher digital competence frameworks such as DigCompEdu, the ICT Competency Framework for Teachers (ICT-CFT), TPACK, and key national policy documents, the study develops an integrated theoretical framework to guide program design. The primary methods include document analysis, synthesis of prior studies and program design research, supplemented by consultations with a small group of educational managers and English lecturers to review relevance and feasibility. The outcome is a four module program with a set of goals and digital competence learning outcomes aligned with each SAMR level and associated evidence based products. This design can serve as a reference framework for universities when planning in-house professional development and provides a basis for future empirical studies on the program’s impact on lecturers’ digital competence and students’ learning quality.

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Keywords:

Digital competence

English lecturers

SAMR

teacher professional development

digital transformation.

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Journal:

No. 1, January 2026

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

APPLYING THE SAMR MODEL TO DESIGN A DIGITAL COMPETENCE DEVELOPMENT PROGRAM FOR ENGLISH LECTURERS AT UNIVERSITIES IN VIETNAM