DEVELOPING DIGITAL COMPETENCE FOR PRIMARY SCHOOL TEACHERS IN HO  CHI MINH CITY IN THE CONTEXT OF DIGITAL TRANSFORMATION

Phan Thai Hiep

Phan Thai Hiep	thayhiepphtapt2@gmail.com	Le Quy Don Primary School 30, Street No.5, 13E Residential area, hamlet 67, Binh Hung commune, Ho Chi Minh City, Vietnam.

Summary:

This study analyzes the theoretical foundations, examines the current state, and proposes measures to develop digital competence for primary school teachers in Ho Chi Minh City in the context of digital transformation. The research gap lies in the absence of a systematic, flexible, and data-driven management model that meets the requirements of primary education reform in a major urban area. A mixed-methods approach was employed, combining a quantitative survey of 522 administrators and teachers with in-depth interviews with school principals. Data were processed using descriptive statistics and qualitative analysis. The findings indicate that the implementation and management of digital competence development are rated at a “good” level; however, they remain fragmented, lack adaptive learning mechanisms, and are constrained by limited data-driven infrastructure and assessment tools. Based on these results, the study proposes a management model following the Plan-Do-Check-Act cycle, integrating adaptive learning, a dynamic competence framework, and predictive evaluation systems. These measures are expected to contribute to the sustainable development of teachers’ digital competence and provide practical implications for school leaders in implementing digital transformation strategies.

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Keywords:

Digital competence

Digital competence development

primary school teachers

digital transformation.

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Journal:

No. 4, April 2026

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

DEVELOPING DIGITAL COMPETENCE FOR PRIMARY SCHOOL TEACHERS IN HO CHI MINH CITY IN THE CONTEXT OF DIGITAL TRANSFORMATION