Decree 18/2026/TT-BGDĐT Issuing the Framework for Professional Competencies of Teachers and Educational Management Staff in Early Childhood, Primary and Secondary Education and Non-Formal Education.

MINISTRY OF EDUCATION AND TRAINING

THE SOCIALIST REPUBLIC OF VIETNAM
INDEPENDENCE - LIBERTY - HAPPINESS

No.: 18 /2026/TT-BGDĐT

HANOI, March 27, 2026

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KIM BỘ TRƯỞNG
THỨ TRƯỞNG

PHẠM NGỌC THƯỞNG
MINISTRY OF EDUCATION AND TRAINING

THE SOCIALIST REPUBLIC OF VIETNAM

INDEPENDENCE - LIBERTY - HAPPINESS

DIGITAL COMPETENCY FRAMEWORK
FOR TEACHERS AND EDUCATIONAL MANAGEMENT STAFF IN EARLY CHILDHOOD, GENERAL EDUCATION, AND NON-FORMAL EDUCATION

Basic

Proficient

Advanced

ORGANIZING LEARNING AND EDUCATION IN THE DIGITAL ENVIRONMENT

1.1 Teaching and Education in the Digital Environment

- Use basic devices (computers, projectors, speakers, screens) to present visual content

- Use some simple educational mobile applications (Apps)

- Manage and preserve connected devices and hardware equipment in the classroom, ensuring safety for children.

- Select and integrate simple educational digital resources into learning and play activity plans

- Design learning and play activities that use technology appropriately

- Perform basic device and connection troubleshooting operations

- Innovate and experiment with new technological education models suitable for the age group

- Guide colleagues on how to use and manage basic devices in the classroom

1.2 Guiding and Supporting Learning

- Guide children to perform some basic, safe operations on digital devices during activities under direct teacher supervision

- Guide and answer questions from children related to content being displayed

- Observe and provide timely support when children encounter difficulties interacting with applications or technology devices

- Organize open-ended activities that encourage children's thinking and exploration based on digital content

- Design situations for children to use technology as a tool, helping them observe, recognize, and solve problems

- Develop methods of supporting play activities for children using technological platforms

- Coordinate with parents and guardians to support children's learning at home using suggested digital resources from teachers

1.3 Personalizing the Learner

- Recognize children's interest in technology-related activities

- Select songs, stories suitable for the common interests of the entire class

- Select applications and games appropriate to different age groups within the class

- Guide children to choose activities from the "Technology Corner" based on personal preferences under teacher supervision

- Use digital tools to create personalized learning materials for children with special needs

- Innovate methods of integrating digital tools into nurturing, care, and educational activities for children

- Guide colleagues in using technology applications to personalize educational activities for children

1.4 Collaborative Learning

- Use simple digital tools to organize group activities for children

- Design learning tasks, share ideas on digital platforms and applications

- Design complex collaborative learning tasks in groups, integrating diverse digital tools during play activities

- Guide children to perform basic communication skills using technology within a group

- Use technology to manage and evaluate group work results

- Innovate collaborative learning models applying digital tools and platforms

- Build a culture of collaboration and sharing in the school community's digital environment

ASSESSMENT,

EVALUATION

2.1 Evaluation Methods

- Use cameras, smartphones to take photos or videos of children's work or learning moments

- Use digital tools to store and organize evidence of children's progress

- Design activities using technology to observe and evaluate language, motor, social-emotional skills of children

- Organize effective communication with parents through digital channels (sending regular updates, sharing selected and safe images/videos of children's activities)

- Use digital tools to effectively collect feedback from young parents

- Innovate and implement evaluation methods for children's development using data analysis in digital activities

- Guide colleagues on how to conduct effective and fair evaluations of children's development based on digital evidence within the school

2.2 Analyzing Learning Outcomes

- Use basic digital tools for comments and evaluations

- Select, organize, analyze digital evidence suitable for each area of development (cognitive, language, physical...)

- Build a digital profile of children, evaluation reports, and share with parents

- Use digital tools to create visually appealing progress reports to share with parents

- Analyze data to evaluate the developmental trends of individual children

- Guide colleagues on how to leverage and interpret digital data to improve childcare, nurturing, and educational activities

2.3 Feedback and Improvement Evaluation

- Use basic digital tools to provide detailed feedback to parents about their child's daily activities

- Use a variety of digital tools (audio recordings, short videos) for providing feedback on children's interactions with technology

- Design processes for feedback and improvement evaluation involving parent participation using technology

- Organize simple online communication and interaction activities with parents through digital channels

- Guide colleagues to use digital feedback and learning data to continuously improve programs and educational activities

TRANSFER OF RIGHTS

TO THE LEARNER

3.1 Access and Integration

- Guide colleagues in using numerical feedback and learning data to continuously improve educational programs and activities

TRANSFER OF POWER

TO STUDENTS

3.1. Access and Integration

- Selection and use of basic digital tools to ensure all children in the class have an opportunity to participate in technology-based activities.

- Use of digital tools to support children with disabilities or special needs in basic activities.

- Selection of applications and digital resources taking into account the diversity of children; use of specialized assistive technologies to help children with special needs effectively participate in learning.

- Designing technology-based activities that can be adjusted to meet the needs of children with special needs.

- Designing flexible technology-based learning activities allowing children to participate in multiple ways.

- Guiding colleagues to implement technology application initiatives, projects to remove barriers and promote inclusive education in schools.

3.2. Problem Solving

- Organizing simple information search activities from content provided by the teacher.

- Designing small play/activities requiring children to use technology as a tool to find answers under the guidance and supervision of teachers.

- Organizing learning activities based on problems, phenomena, encouraging the use of digital tools for exploration, research, and presenting solutions.

3.3. Encouraging Active Participation of Learners

- Using simple, safe digital tools to attract children's attention during class.

- Organizing activities that encourage children to use simple creative digital tools to express their personal ideas, simple digital products.

- Integrating simple gamification elements into play and learning activities.

- Creating an environment where children feel confident and safe when expressing themselves through digital tools.

- Guiding colleagues on creative methods to enhance children's participation using technology.

DIGITAL TECHNOLOGY SKILLS

4.1. Information and Data Skills

- Using basic search tools to find data and information for childcare, feeding, and education activities.

- Basic storage and organization of files with different formats on a computer or cloud.

- Leveraging simple digital libraries (videos, songs, online comics...).

- Guiding children through steps to search for safe educational resources under supervision.

- Evaluating the reliability and appropriateness of information sources found on the internet for pre-school age children.

- Designing advanced learning tasks that help older preschoolers develop critical thinking skills when receiving digital information.

- Guiding colleagues on methods to develop information literacy in children and teachers themselves.

4.2. Content Creation

- Using word processing and presentation software to design lesson plans, lectures.

- Creating simple videos and photo albums from class activities.

- Using basic tools for designing, editing, cutting, and splicing images, videos, and audio to create engaging, interactive digital learning materials.

- Organizing and structuring personal digital content scientifically.

- Guiding colleagues on leveraging AI-integrated platforms, virtual reality, augmented reality to design digital learning materials.

4.3. Safety

- Basic understanding of health protection when children use digital devices.

- Setting passwords for personal devices and accounts.

- Identifying and knowing how to handle basic online risks.

- Monitoring and supervising measures to ensure the safety of children using digital devices in class.

- Installing and using simple access control features.

- Applying basic rules for protecting children's images and personal information when using devices.

- Handling basic cybersecurity incidents.

- Updating, guiding colleagues, and parents on safe digital education methods for preschoolers.

PROFESSIONAL DEVELOPMENT

5.1. Communication within the organization

- Using email, social media platforms, popular online communication tools of the class/school to exchange work information and communicate with parents.

- Effectively using official school digital communication channels to interact with parents.

- Building and managing class digital communication channels to share activities and connect.

- Guiding colleagues in developing a class digital communication strategy, enhancing transparency and positive interaction with parents and the community.

5.2. Collaboration and Professional Development

- Participating in online learning communities for preschool teachers.

- Self-assessing personal strengths and challenges when applying technology.

- Actively seeking out and participating in knowledge update courses.

- Keeping up with applications and simple solutions to address issues at work.

- Guiding colleagues on using digital tools for developing individual professional capabilities.

5.3. Development, Use, Sharing, and Management of Digital Resources

- Selecting appropriate digital resources for childcare, feeding, and education goals.

- Using legal and copyright-protected digital tools and resources.

- Leveraging and using online digital libraries, OER (Open Educational Resources).

- Organizing, managing, and sharing personal digital resource repositories safely with colleagues and parents.

- Evaluating the quality and pedagogical and legal appropriateness of digital resources before use.

- Developing policies and guidelines for using digital resources and respecting copyright in school.

- Guiding colleagues in building and managing the school's digital resource repository.

APPLICATION OF ARTIFICIAL INTELLIGENCE (AI)

6.1. Human-Centric Thinking

- Understanding basic AI generation tools and their potential applications in early childhood education.

- Using simple AI tools to support childcare, feeding, and educational activities.

- Guiding children (ages 5-6) to safely interact with safe and appropriate AI applications.

- Effectively leveraging specialized AI tools for education to create diverse, personalized interactive learning materials for children.

- Shall carry out risk prevention activities and ensure the use of AI in a ethical and responsible manner.

- Shall implement innovative teaching methods and educational activities that deeply integrate AI to meet personalization and adaptive learning needs.

- Shall guide colleagues in selecting and proposing appropriate AI tools for use.

6.2 Ethical AI

- Shall identify the potential data collection and personal information risks when using AI tools, as well as the hidden risks associated with improper use of AI.

- Shall demonstrate caution and responsibility regarding the privacy rights of children and their families, and be responsible in introducing AI tools.

- Shall monitor and supervise children's interactions with AI technology during care and educational activities.

- Shall select and evaluate AI applications based on ethical criteria, privacy policies, equitable access, and impact on child development.

- Shall design and integrate activities to guide children in using AI safely and ethically in their learning and play activities.

- Shall proactively update colleagues on ethical issues related to the use of AI and share relevant information.

- Shall participate in developing policies and guidelines for the ethical use of AI in schools.

6.3 Pedagogical AI

- Shall recognize the importance of three-dimensional interaction between teachers, children, and AI tools in digital learning environments.

- Shall identify issues that can be addressed through digital technology and AI in early childhood education.

- Shall recognize the limitations of AI in early childhood education.

- Shall use AI tools to support communication, play, and cognitive activities for children.

- Shall leverage AI applications to experiment with and innovate organizational activities within a digital environment, enhancing connectivity.

- Shall build and manage online learning communities for teachers and parents of young children to promote interaction and sharing.

- Shall utilize AI tools to improve the quality of teaching and education in a digital environment.

- Shall guide colleagues in organizing collaborative activities on interactive platforms across the school or cluster of schools.

6.4 Professional Development for AI

- Shall know how to search for and exploit online courses about AI to support professional development.

- Shall be willing to experiment with various AI tools and applications to support professional practice.

- Shall apply critical thinking and creativity to identify complex issues in teaching and propose appropriate technological solutions, including those involving AI.

- Shall use AI tools to personalize professional development activities that align with industry requirements and personal needs.

- Shall regularly update on trends in AI technology and their relevant applications in the profession.

- Shall guide colleagues and propose innovative ideas for applying digital technologies and AI to address systemic issues in early childhood education.

- Shall analyze and evaluate the impacts of AI tools, including risks and benefits, to ensure child development.

Domain

Competency

Component

LEVEL

Basic

Proficient

Advanced

ORGANIZING TEACHING AND EDUCATION IN A DIGITAL ENVIRONMENT

1.1 Teaching and Education in a Digital Environment

- Shall use basic functions and tools of the Learning Management System (LMS).

- Shall use online teaching support tools to conduct online classes, provide learning materials, and organize simple teaching activities.

- Shall develop lesson plans based on technological approaches.

- Shall design and implement effective blended learning models.

- Shall select and apply appropriate digital tools and resources that align with teaching objectives.

- Shall guide and implement online project-based teaching methods, reverse classrooms, on the LMS platform.

- Shall innovate and develop technological models for teaching applications.

- Shall guide colleagues in designing advanced digital learning experiences.

1.2 Guidance and Support for Learning

- Shall use digital communication channels (email, forums) to answer questions and support learners when needed.

- Shall use digital communication tools (forums, LMS, chat groups) to interact, resolve doubts, and provide learning support materials.

- Shall use digital learning data to identify learners who need support and select appropriate intervention measures.

- Shall establish activities and environments that enable interaction, personalized support, and timely assistance for learners.

- Shall design and implement a personalized adaptive guidance system based on digital technology and big data.

- Shall guide colleagues in building a positive learning support culture on the digital platform.

- Shall innovate, experiment, and develop smart teaching tools on the digital platform.

1.3 Personalization of Learners

- Shall identify learners' needs and differences when using digital technology.

- Shall select and adjust appropriate digital tools and content based on learner needs.

- Shall use digital technology to design flexible learning paths that allow learners to control their pace, content, and methods of study in a digital environment.

- Shall design differentiated learning tasks based on learners' proficiency levels, abilities, and interests in an online setting.

- Shall integrate diverse, flexible digital tools to support adaptive learning activities tailored to individual learning outcomes.

- Shall design personalized digital learning environments that provide tools for learners to self-direct and adjust their learning processes.

- Shall evaluate the effectiveness of technology-driven personalization strategies.

1.4 Collaborative Learning

- Shall use basic digital tools to organize simple group work among learners.

- Shall design collaborative learning tasks, share documents, and ideas on a digital platform.

- Shall design complex learning tasks requiring diverse digital tools for content and knowledge construction.

- Shall guide learners in developing effective communication and collaboration skills in the digital environment.

- Shall use technology to manage and evaluate group work effectiveness, assess processes and collaborative products of groups.

- Shall build complex collaborative projects connecting learners through a digital learning model.

- Establish and manage online learning communities

- Guide colleagues in implementing technology-enabled collaborative learning based on digital tools in schools

ASSESSMENT,

EVALUATION

2.1. Evaluation Methods

- Utilize traditional assessment methods, capable of entering scores into the digital system

- Apply simple online quiz creation tools in teaching activities

- Use common digital tools to create quizzes and surveys for process evaluation and overall assessment

- Integrate several simple digital assessment methods into the teaching process

- Design and apply diverse, appropriate digital assessment methods aligned with learning objectives and content

- Innovate in implementing advanced digital assessment methods that meet complex evaluation needs

- Guide colleagues in developing and applying effective, fair digital assessment strategies within the school

2.2. Analysis of Learning Outcomes

- Utilize basic functionalities of LMS/evaluation tools to view reports on student activities and results

- Analyze data from digital evaluation systems to identify progress and academic achievements of students

- Use data and visualization tools to build reports on the progress of students

- Apply advanced learning analytics techniques to predict trends, detect early issues, and propose interventions

- Develop interactive data dashboards for student learning

- Guide colleagues in leveraging and interpreting data to improve teaching practices

2.3. Feedback and Continuous Improvement

- Utilize feedback functionalities on the LMS system

- Provide timely feedback to students through text or scores via digital platforms

- Use a variety of digital tools (audio recording, short videos, direct comments on documents) for detailed and timely feedback

- Design feedback and continuous improvement processes involving student self-assessment and peer assessment using technology

- Utilize analyzed data to adjust lesson plans, methods, and provide personalized learning tasks for students

- Guide colleagues in using digital feedback and learning analytics tools to continuously improve educational programs and activities

GRANTING STUDENTS ACCESS RIGHTS

3.1. Approach and Inclusion

- Utilize basic digital tools to support students facing difficulties in learning

- Select and use digital tools and resources considering the diversity of learners (multilingual, learning styles, special needs)

- Design content and digital resources ensuring accessibility and inclusion in a digital environment

- Ensure all learners have access to school devices and infrastructure when needed

- Leverage, select, and adjust resources to meet the specific needs of students

- Guide colleagues on strategies and digital technologies supporting inclusive education

3.2. Problem Solving

- Design learning tasks requiring students to use the Internet to search for information to answer questions or solve simple learning problems

- Design learning tasks/projects requiring students to use digital tools to identify issues, collect and analyze information, and propose solutions

- Organize complex problem-based or project-based learning activities where digital tools are essential for research, collaboration, and product creation

- Guide colleagues in building a digital learning ecosystem, connecting learners with external experts and real-world problems to address community issues

3.3. Encouraging Active Student Participation

- Utilize simple digital interaction tools to attract attention and encourage student participation in learning activities

- Integrate technology into teaching to enhance the visualization and effectiveness of content presentation

- Integrate game elements, interactions, and content creation tools to motivate students to be proactive and actively participate in lessons

- Design activities encouraging students to create digital content, share knowledge through online platforms, solve problems using simulations, virtual experiments, augmented reality, or mixed reality

- Innovate and coordinate digital learning projects, creating an active learning environment centered on the student

- Guide colleagues in creatively implementing positive technology-based learning activities

SKILLS

DIGITAL TECHNOLOGY

4.1. Information and Data Skills

- Utilize search tools to find information and materials for lesson preparation

- Organize and categorize data scientifically on computers or in the cloud

- Evaluate the reliability of online sources, social media content

- Apply advanced search techniques

- Guide students in critical thinking skills when searching, processing, and receiving information from various sources

- Design advanced learning tasks allowing students to actively seek and process information in a digital environment

- Utilize tools for collecting and visualizing simple data, analyzing and evaluating the reliability of information during teaching

- Guide colleagues on integrating the development of information skills into the curriculum

4.2. Creating Digital Content

- Use common digital tools to create different formats of teaching materials

- Integrate various digital formats in students' task execution content

- Integrate digital technology in creating and building a digital knowledge repository

- Guide students in using basic tools to create digital content, exercising copyright, licensing, citation, use, and sharing of digital resources legally

- Utilize diverse platforms and tools for creating and sharing valid digital content

- Proficiently use specialized tools to create highly interactive digital learning materials

- The subject shall develop an integrated learning platform incorporating AI and virtual reality, augmented reality to integrate digital content creation into various subjects.

4.3. Safety

- Shall have knowledge of physical and mental health protection, ensuring digital safety in teaching activities.

- Shall be able to arrange and schedule the reasonable use of devices and digital tools for learners.

- Shall integrate knowledge and skills to identify and prevent common online risks during the teaching process.

- Shall apply data protection measures for personal and learner information.

- Shall implement basic safety measures for equipment and accounts in class, and guide learners on how to protect their personal data, digital identity, and manage digital footprints.

- Shall identify and handle online bullying situations.

- Shall implement safety measures for health protection, apply teaching methods to reduce stress in the digital environment for learners.

- Shall update and disseminate new trends and threats, as well as ways of prevention, to the community of teachers and parents.

- Shall guide colleagues in building a safe and healthy digital learning environment in class and school.

PROFESSIONAL DEVELOPMENT

5.1. Communication within the organization

Shall use email and school/group chat to exchange work information and communicate with parents.

- Shall effectively utilize official digital communication channels of the school for interaction with stakeholders, tailored to different audiences and educational objectives.

- Shall be able to use basic digital tools for communication, sharing information, data, and participating in professional activities with colleagues.

- Shall develop and manage a digital communication strategy, including official school communication channels, to share and connect the community.

- Shall guide colleagues on innovating communication methods within the organization using enhanced technology to increase transparency and stakeholder participation.

5.2. Professional development collaboration

- Shall proactively participate in online learning communities.

- Shall self-assess challenges, opportunities, and difficulties of applying digital technologies in work.

- Shall develop an improvement plan for the application of digital technology in professional activities.

- Shall actively seek out and join basic courses to update knowledge and skills on digital applications.

- Shall self-evaluate and improve the application of digital technology in teaching in a digital environment.

- Shall participate in sharing, learning, and updating skills for applying digital technologies with colleagues.

- Shall keep updated with new technological trends and pedagogical methods, apply knowledge and skills to practical teaching.

- Shall guide colleagues on developing requirements for teaching in a digital environment, develop tools and methods to support self-reflection on digital capabilities.

5.3. Development, use, sharing, and management of digital learning materials

- Shall be able to use common search tools to find resources, digital libraries, online repositories, open educational resources (OER).

- Shall choose appropriate resources for lesson objectives.

- Shall select and use digital resources suitable for diverse learner groups.

- Shall create digital resources based on available sources for the subject.

- Shall organize storage, management, and sharing of personal digital resource libraries in a scientific and safe manner.

- Shall evaluate the quality, reliability, legal, and pedagogical aspects of digital resources.

- Shall build and manage systems to share digital resources for departments/schools.

- Shall guide colleagues on building and managing open school digital resource libraries.

APPLICATION OF ARTIFICIAL INTELLIGENCE (AI)

6.1. Human-centered thinking

- Shall identify the operation of AI and technologies integrated with AI.

- Shall identify potential uses of AI in supporting teaching activities.

- Shall use simple AI tools (primarily generative AI) to support teaching and assessment.

- Shall design creative and responsible AI-integrated learning activities.

- Shall effectively utilize specialized educational AI tools to create interactive, personalized digital resources, partially automate grading.

- Shall guide learners on using AI responsibly, recognizing its advantages and risks.

- Shall implement necessary measures to prevent risks and address basic ethical issues when using AI.

- Shall promote innovative teaching methods deeply integrated with AI to meet personalization and adaptive learning needs.

- Shall guide, select, and recommend appropriate AI tools for colleagues.

6.2. Ethical AI

- Shall identify the potential data collection of personal information when using AI tools, recognizing risks associated with improper use.

- Shall demonstrate caution and responsibility regarding learner privacy, responsibly using AI in teaching and assessment.

- Shall choose and evaluate applications based on ethical criteria, privacy policies, fairness, and impact on teaching and assessment.

- Shall design and integrate activities to guide learners on safe and ethical use of AI in their learning activities.

- Shall design integrated educational activities balancing technological interaction with social interaction, fostering critical thinking.

- Shall evaluate the advantages and ethical issues of AI tools in education, update, guide, and share ethical concerns about AI usage with colleagues.

- Shall participate in developing policies and guidelines for ethical use of AI in schools.

6.3. Pedagogical AI

- Shall identify the potential of integrating AI towards personalization and learner-centered approaches.

- Shall have knowledge of the pedagogical benefits of AI tools to support teaching.

- Shall flexibly apply AI tools in various steps of teaching, ensuring a student-centered approach and inclusive education.

- Shall choose and apply appropriate AI systems, minimizing risks in designing teaching and assessment activities.

- Shall organize and manage three-dimensional interactions between teachers, learners, and AI tools in teaching.

- Shall develop pedagogical principles for using AI in teaching activities.

- The guidelines are designed and utilized by colleagues with an approach of co-creative AI development centered on human-centric pedagogy in educational activities.

6.4. AI for Professional Development

- Identifies the balance between the role of the teacher and the tasks of developing digital capabilities, including AI skills in teaching and learning

- Recognizes the equilibrium between the role of the teacher and the tasks of developing digital competencies, particularly AI competencies in teaching and learning

- Utilizes appropriate AI tools to plan, monitor, and analyze one's own professional development process

- Uses simple AI tools (primarily generative AI) to support lifelong learning and personal professional development

- Proposes effective uses of AI platforms to search for resources and participate in practice communities that support self-improvement

- Evaluates ethical risks from AI platforms and implements measures to mitigate negative impacts

- Guides colleagues' innovative practices based on appropriate AI platforms and digital pedagogical approaches

- Develops or utilizes AI generative toolsets to support the professional development of colleagues

3. DETAIL DESCRIPTION OF THE DIGITAL CAPABILITY FRAMEWORK FOR EDUCATIONAL MANAGEMENT IN KINDERGARTEN, BASIC EDUCATION, AND GENERAL EDUCATION

Competency

Components

LEVEL

Basic

Proficient

Advanced

DIGITALIZATION OF TEACHING AND LEARNING IN THE EDUCATIONAL ENVIRONMENT

1.1 Organizes educational activities for teachers to meet the necessary digital competencies required to actively use technology, meeting the learning needs of all learners.

- Organizes training activities that help teachers familiarize themselves with technology and apply simple digital tools in teaching, ensuring a common learning need is met by all students.

- Ensures minimum infrastructure and digital equipment conditions for teaching and educational activities.

Designs and implements training programs to enable teachers to use technology proficiently, combining diverse digital tools to personalize learning and support each group of learners effectively.

Develops a strategy and organizes in-depth professional development programs that help teachers innovate and creatively apply technology, meeting the diverse learning needs and enhancing educational quality.

1.2 Ensures sufficient technological equipment and network connectivity for teachers and students to participate in innovative, practical, and effective teaching activities.

- Organizes basic training activities that help teachers familiarize themselves with and use various digital tools and devices for work and teaching.

- Ensures conditions for teachers to exploit technology to support teaching and meet the common learning needs of students.

- Organizes, manages, and effectively utilizes technological infrastructure, ensuring stable network connectivity and sufficient equipment for innovative teaching activities; has contingency plans in case of incidents.

- Provides timely support to enhance the effectiveness of use by teachers and students.

- Develops and implements a strategy for modern, coordinated, and open technological infrastructure development with advanced integration to facilitate creative, practical, and breakthrough teaching activities.

1.3 Creates an environment where teachers and learners exercise their digital citizenship rights.

- Establishes and maintains a basic controlled digital space that allows safe access to teaching-learning resources for teachers and students;

- Encourages online discussions in a civilized manner, adhering to the fundamental principles of digital citizenship.

- Effectively manages and operates public digital storage centers with delegated content control;

- Organizes constructive online discussion activities;

- Guides teachers and students on using digital tools for active social participation and safe, transparent contributions.

- Designs, operates, and develops an integrated digital storage system to support diverse learning-research activities;

- Actively creates in-depth online discussion forums;

- Directs teachers and students to utilize digital tools to promote social initiatives and disseminate positive values on the internet.

1.4 Organizes advanced training courses for teachers and learners to use technology safely, ethically, and in compliance with laws.

- Develops and implements basic digital skills training programs for teachers and students;

- Guides teachers and students to identify risks associated with the use of technology;

- Provides guidance on safe online practices; introduces fundamental ethical principles and relevant legal regulations.

- Organizes in-depth digital skills training courses combining theory and practice;

- Equips participants with skills to evaluate and mitigate risks when participating in online learning, work, and teaching activities;

- Guides the application of digital ethics standards; ensures teachers and students understand and comply with laws in all technology-enabled activities.

- Designs and manages a comprehensive training program that keeps abreast of trends and new technologies;

- Develops training programs integrated with critical thinking, problem-solving skills to enable teachers to innovate teaching methods;

- Cultivates a core team with advanced digital skills to lead the educational community in best practices.

STRATEGIC PLANNING

2.1 Mobilizes internal and external school resources to develop and implement a comprehensive strategy for enhancing teaching and learning quality through technology.

- Identifies and mobilizes basic resources from within and outside the school to contribute to development directions, support setting goals, and plan technological applications in teaching and learning.

- Develops an implementation plan for educational activities and training that align with practical conditions and immediate needs of the school.

2.1. Mobilize internal and external resources for the development of a comprehensive strategy, enhancing teaching and learning quality based on technology.

- Identify and mobilize basic resources from within and outside the school to contribute to the formulation of development directions, support setting goals and plans for technological application in teaching and learning;

- Develop implementation plans for educational activities that ensure alignment with practical conditions and immediate needs of the school.

- Actively coordinate with relevant parties to mobilize diverse resources, participate in the development, review, and refinement of a technology-based teaching and learning strategy;

- Develop feasible, coordinated, and educationally aligned plans for educational and training activities that are consistent with the long-term educational direction of the school;

- Lead the process of developing and promulgating a comprehensive technological strategy for all school operations;

- Optimize resource mobilization, allocation, and management, integrating new technology trends;

- Develop a long-term vision strategy that promotes innovation and creativity, enhancing educational quality and the school's reputation within the community;

2.2. Develop a strategic plan for applying science and technology in education based on the sectoral plans and those of higher authorities, and aligning with societal requirements.

- Understand and apply the sectoral and higher authority plans to develop a strategy for applying science and technology in education at the management agency;

- Ensure that implementation plans are consistent with the school's actual conditions; define basic goals and tasks that meet immediate needs and long-term industry directions.

- Analyze societal, sectoral, and higher authority requirements to develop a strategic plan for applying science and technology within the management agency;

- Clearly define objectives, indicators, timelines, and resources to ensure feasibility, coherence, and support for improving educational and training quality at the unit level.

- Lead the process of planning a strategy for applying science and technology in education at the management agency and localities;

- Integrate new trends, long-term forecasts, and innovative solutions into management work and teaching activities to ensure harmony between industry direction, social needs, and sustainable school development strategies.

2.3. Organize progress evaluations of strategic plan tasks, making necessary adjustments to address limitations and promote effective technology use methods;

- Regularly monitor and evaluate the progress and quality of task implementation within the school's strategic development plan;

- Organize recognition of achievements, identify shortcomings, and propose fundamental adjustments to ensure technological application activities align with goals and requirements of the strategic implementation plan.

- Establish a scientific evaluation system based on clear criteria and indicators; analyze reasons for limitations and timely propose adjustment solutions;

- Apply effective methods in technology use to improve results and enhance educational quality.

- Actively establish continuous monitoring mechanisms, evaluate the impact of technology on educational quality, and flexibly adjust based on forecasts and data analysis;

- Serve as a model, propose replicating successful technological models and solutions, ensuring long-term sustainability and innovation not only within the management agency but also for other agencies to learn from.

2.4. Build an effective collaborative environment with relevant parties to develop a comprehensive development strategy.

- Establish transparent communication channels with relevant parties to gather input for the school's overall development plan;

- Record feedback from relevant parties to comprehensively evaluate and direct educational development in line with the school’s overarching goals.

- Organize multidirectional collaboration, encouraging active participation and contribution of opinions by relevant parties in the school's development plans;

- Organize analysis and synthesis of feedback information to refine strategies;

- Organize activities for promoting brand awareness and achievements to motivate comprehensive development.

- Maintain and develop long-term strategic partnership networks with relevant parties;

- Integrate the collection of feedback into all school activities as a basis for analysis and strategy planning.

- Build mechanisms for recognizing and disseminating successes as part of organizational culture, contributing to the shaping of sustainable educational development strategies.

2.5. Share lessons learned, best practices, challenges, and impacts of technology integration in local and regional education communities.

- Share basic experiences on organizing technological teaching and learning environments with the local education community;

- Share achievements to help educational administrators enhance their initial understanding and encourage the application of technology in teaching and educational management at various locations.

- Compile reports and systematically document lessons learned, best practices, and analyze the impact of technology integration for sharing within the management community;

- Organize channels for knowledge sharing and academic exchange forums within the local and regional education communities to promote knowledge dissemination and improve teaching and learning quality.

- Actively build a network of outstanding experience-sharing at the local and regional levels;

- Organize symposiums and seminars to evaluate, analyze long-term challenges and impacts of technology in education;

- Propose strategic solutions that contribute to shaping educational policies and sustainable digital development directions.

TRANSFER OF AUTHORITY TO TEACHERS AND STUDENTS

3.1. Empower teachers to demonstrate professional capabilities, develop leadership skills, and enhance learning through advanced training.

- Establish mechanisms and policies that encourage teachers to leverage their professional abilities through appropriate specialized tasks;

- Provide opportunities for staff and teachers to participate in basic skill development programs both professionally and in leadership;

- Create a conducive work environment where teachers can work safely and students learn equitably.

- Enable teachers to take on leading roles within groups or projects proactively;

- Assist teachers in participating in advanced training courses that enhance their expertise, effectively applying technology in teaching and management.

- Support for staff and teachers in developing individual career development plans linked to the school's goals.

- Delegation of autonomy and accountability to enable teachers to fully leverage their professional capabilities and leadership skills, fostering innovation within a digital environment;

- Designing and implementing sustainable educational initiatives;

- Becoming a driving force for collaboration, sharing of experiences, and enhancing the quality of education at a strategic level.

3.2. Building confidence and capability among teachers in applying digital skills to the teaching and learning process.

- Supporting teachers in familiarizing themselves with basic digital tools and skills, creating an environment that encourages them to confidently experiment with technology in their teaching;

- Providing staff and teachers with instructional materials and initial technical support to ensure appropriate application according to teaching and learning needs.

- Encouraging teachers to proactively integrate digital skills into their teaching; applying technology to enhance the effectiveness of learning;

- Creating opportunities for staff and teachers to participate in specialized training programs and share experiences on technology applications, enabling them to confidently adjust working methods and teaching practices to meet the requirements of digital education innovation.

- Developing a team of teachers who lead in the application of digital skills, helping them master technology at a creative and strategic level;

- Designing innovative teaching models;

- Supporting colleagues, inspiring, and promoting the educational community to confidently and effectively apply technology.

3.3. Inspiring a culture of innovation and collaboration; creating conditions in terms of time and space for teachers and learners to explore and experiment with digital tools.

- Encouraging teachers and learners to adopt innovative thinking; providing initial conditions in terms of time and space for them to familiarize themselves and experiment with digital tools;

- Supporting problem-solving, providing basic resources to promote a collaborative spirit in digital teaching and learning activities.

- Organizing directed explorations and applications of digital tools;

- Allocating resources (physical infrastructure, technological equipment, application software...) reasonably to enable teachers and learners to participate in methodological innovation together;

- Promoting a substantive collaborative environment where innovative ideas and creative methods are tested, evaluated, and continuously improved.

- Building a sustainable culture of innovation and collaboration;

- Empowering teachers and learners to proactively propose and implement innovative technological solutions;

- Designing flexible spaces and timeframes that encourage large-scale experimentation and the dissemination of an innovative spirit throughout the educational community.

3.4. Supporting teachers in using technology to promote learning that is tailored to diverse academic, cultural, and emotional needs of individual learners.

- Guiding teachers on accessing and utilizing simple technological tools to support teaching processes;

- Guiding teachers to adjust content and methods to accommodate differences in learner abilities and styles, emphasizing an inclusive learning environment.

- Integrating technology flexibly into classroom activities across subjects to meet the diverse academic, cultural, and emotional needs of learners simultaneously;

- Utilizing learning data to tailor teaching methods appropriately;

- Collaborating with colleagues and parents to optimize personalized learning experiences for individual learners.

- Designing and implementing technology-based teaching systems that cater comprehensively to the diversity of learners;

- Innovating solutions that support the simultaneous development of academic, cultural, and emotional needs of learners;

- Sharing models, tools, and effective practices with the educational community for sustainable development.

3.5. Developing assessment tools focused on individualized learning outcomes to guide real-time progress monitoring of learners.

- Utilizing online evaluation tools to track learner progress;

- Assisting teachers in analyzing results and organizing adjustments to lessons based on regular evaluation data during the learning process;

- Initially applying principles of personalization to support diverse learning needs among different groups of learners.

- Designing and operating a real-time digital assessment system that provides data for each class, group, or individual learner;

- Assisting teachers in analyzing results to adjust progress and personalized teaching methods;

- Combining various communication, feedback, and positive interaction methods to enable learners' active participation in the learning process.

- Developing, customizing, and integrating real-time intelligent assessment tools;

- Leveraging big data to predict and guide individual learner progress;

- Sharing effective solutions and models for wider adoption within the educational community.

DIGITAL SKILLS

4.1. Leading teams in building robust infrastructure and systems to implement strategic education development plans.

- Collaborating with specialized groups to develop basic technological infrastructure serving educational activities;

- Understanding the role of technology infrastructure in implementing strategic education development plans;

- Organizing support for initial preparation, installation, and operation activities at management agencies.

- Coordinating teams to organize technological infrastructure and stable software, data systems that meet strategic education requirements;

- Monitoring progress, quality, and integration of technology into school operations;

- Ensuring the necessary conditions for hardware and software systems to operate synchronously and support management, teaching, and learning.

- Researching, planning, and effectively managing advanced technological infrastructure for management, teaching, and learning activities both within and outside the school;

- Planning a long-term development roadmap linked with strategic education development goals;

- Sharing management experiences, effective models, and promoting sustainable innovation in the educational environment.

4.2. Ensure adequate resources to support the effective use of technology in learning and have scalability to meet future needs.

- Implement basic security measures to ensure that students and staff comply with effective data management and privacy policies;

- Formulate a comprehensive data security strategy within the school;

- Create an environment that encourages teachers and students to create digital content.

- Develop a strategy for fostering creativity in content creation among teachers and students;

4.3. Develop subject-specific strategies to ensure continuous professional development and knowledge updating.

- Actively participate in online professional learning communities to learn, collaborate, share knowledge, and update skills for management and teaching.

4.3. Protect privacy and information security by ensuring students and staff comply with effective data management and privacy policies.

- Implement basic security measures to ensure students and teachers are guided to follow privacy regulations and data management rules;

- Organize monitoring of information use in the school to develop preventive and corrective actions against policy violations.

- Develop, implement, and monitor a data management system within the school;

- Organize training to enhance awareness of information security for teachers and students;

- Research and apply advanced security tools to protect personal information, minimize risks of data leakage during teaching and learning activities.

- Develop a comprehensive strategy on data security in the school;

- Integrate advanced encryption technologies and intelligent access control;

- Establish rapid response procedures for incidents, ensuring compliance with international standards on privacy and information security.

4.4. Create an environment for teachers and students to create digital content

- Develop mechanisms and policies to encourage teachers and students to use simple digital tools to innovate teaching methods and learning;

- Provide basic guidance and support on commonly used digital tools and software to help teachers and students create digital content;

- Ensure a supportive and safe learning environment for everyone to confidently experiment with creative ideas.

- Organize activities and projects that encourage the creation of digital content, dynamic visual materials;

- Provide necessary technological infrastructure, software, and resources for teachers and students to build and organize interactive digital educational materials;

- Create mechanisms for sharing, feedback, and collaboration to enhance the quality of digital products in the community of teachers and students.

- Develop a strategy for developing content creation skills for teachers and students;

- Integrate advanced technologies into teaching activities and after-school activities, organizing open innovation spaces;

- Promote large-scale innovation through competitions, connecting with expert networks and digital communities within and outside the school.

4.5. Effectively and responsibly apply artificial intelligence in education

- Develop plans and organize training sessions to guide the use of AI tools for management, teaching, and learning activities in the school.

- Select and implement a few basic AI tools that meet the fundamental needs of teachers and students to improve planning and implementation of teaching and learning activities within the school.

- Adhere to safe usage principles of AI, ensuring data privacy and security.

- Organize evaluations and select specialized educational AI tools for designing digital educational materials, analyzing student assessment results, optimizing teaching and learning activities.

- Monitor, evaluate, and improve educational activities in the school based on data and feedback through AI application.

- Develop a strategy to create an AI-enabled work and learning environment (AI synthesis and virtual assistants).

- Lead the development of innovative AI applications to enhance management efficiency and improve education quality.

- Promote a culture of innovation, collaboration, and sustainable development through AI.

PROFESSIONAL DEVELOPMENT

5.1. Set goals for continuous updating of technological knowledge, innovation in management methods, teaching methods, and advancements in educational science.

- Recognize the importance of updating technological knowledge and innovating teaching and management methods with technology application;

- Apply new management and teaching methods into practice to enhance work efficiency.

- Regularly update modern technological trends, management, and teaching methods within the school;

- Organize training sessions and share experiences among colleagues for applying technology in management and teaching methods;

- Integrate scientific advancements in education selectively and systematically into the unit's development plan.

- Lead research, application, and dissemination of advanced technologies, management, and teaching methods within the school.

- Develop a long-term innovation strategy, connect with expert networks, promote creativity and enhance comprehensive educational quality.

5.2. Frequently participate in online professional learning networks to learn collaboratively, share within the community, and learn from experts.

- Recognize the benefits of online professional learning networks;

- Proactively participate in relevant professional community groups or academic forums to seek information, exchange experiences, and update knowledge for management and teaching purposes.

- Frequently engage, actively contribute to online professional learning networks;

- Share documents, practical experiences; expand connections to enhance personal capabilities and support the development of the educational community.

- Facilitates online professional learning networks;

- Establishes a sustainable cooperative environment; connects domestic and international experts; promotes initiatives, research, and innovation, enhancing comprehensive management and teaching quality;

5.3. Establishes cooperation relationships to support the development of the school's strategic planning and improvement of educational and training activities.

- Recognizes the importance of cooperation in education development and widely disseminates this understanding among all school staff;

- Actively seeks out and establishes cooperative relationships, signing agreements with relevant organizations and individuals for information exchange and experience sharing to serve the common goals of the school;

- Maintains and develops sustainable cooperative relationships; effectively coordinates with partners to develop and implement the school's educational development strategies;

- Regularly organizes evaluations and learns from experiences to strengthen cooperation in education, ensuring effectiveness and mutual growth;

- Leads strategic cooperation programs through negotiation, design, and leadership;

- Maximizes external resources from both inside and outside the school; ensures that cooperation is linked with innovation, improving educational quality, and positively impacting the community and the sector;

5.4. Utilizes technology to regularly participate in social activities to support personal development and community growth.

- Knows how to leverage basic technological tools for online social activities.

- Actively seeks opportunities to enhance personal awareness and skills, contributing positively to the community.

- Regularly uses devices, software, and applications flexibly in social activities both within and outside the school.

- Proactively organizes or participates in online groups serving community interests and optimizing community service effectiveness.

- Facilitates large-scale technological social activities to support personal and community development.

- Innovates online solutions to support community and individual growth, contributing to strategic direction setting and the replication of technology application models for social activities.

5.5. Develops necessary skills to lead and navigate change, fostering a continuous improvement mindset within the institution regarding the application of information technology to enhance management, teaching, and learning efficiency.

- Recognizes the importance of information technology in management, teaching, and learning for oneself and colleagues.

- Applies basic digital skills to foster a continuous improvement mindset, adapting to changes in management and instruction.

- Proactively proposes technological solutions to enhance management effectiveness, operational control, and teaching quality.

- Guides and supports colleagues in adapting to change, fostering a continuous improvement mindset in management and teaching activities.

- Develops and organizes annual digital transformation training plans aligned with the school's actual needs.

- Leads the strategy for applying technology across all school operations.

- Effectively manages complex change processes, building a culture of continuous improvement linked to quality management, teaching, and learning goals.